The notion that emotional intelligence can be correlated with work success is well documented, particularly with regard to leadership in the business world. However, there are few empirical studies which detail the interplay of intelligent use of emotions in school leadership. This article explores the relationship between emotional intelligence and educational leadership by drawing on the responses of seven female secondary school headteachers to emotional intelligence domains as defined by Goleman (1995). While "positive" correlations were found, notably that these headteachers had been able to, knowingly or subconsciously, make intelligent use of their emotions; the issue of "negative" aspects or the "dark side" of emotional intelligence is considered.