The purpose of the current study was to examine emotional intelligence and self-efficacy as predictors of classroom management skills among Arab kindergarten teachers in Israel. The study was conducted using quantitative methods. The data was collected from 337 kindergarten teachers (of students aged 3-6) who were selected using a convenience sample. Three questionnaires were used with the teachers. The findings indicated positive correlations between emotional intelligence and self-efficacy with classroom management skills (r=0.65, p<0.01) and self-efficacy with classroom management skills (r=0.59, p<0.01) among Arab kindergarten teachers in Israel. The main contribution of the present study is its approach in examining the relationship of emotional intelligence and self-efficacy to the classroom management skills of teachers, specifically within the context of early childhood in Arab society in Israel, besides too the importance of teachers' self-resources in the prediction of classroom management skills.