The aim of this study was to determine the impact of both IQ and emotional intelligence on reading comprehension in Iran. Forty-five EFL college students from Payame Noor University of Gonbad and Azad University of Gorgan participated in this study. Three independent tests were administrated, including Bar-On's emotional intelligence inventory (EQ-i), Raven's Advanced Progressive Matrices, and the reading comprehension portion of the TOEFL (2005). The results indicate that the relationship between IQ and reading comprehension is stronger than the relationship between total emotional intelligence and reading comprehension. A small but significant correlation was found between reading comprehension scores and some emotional-intelligence subscales such as interpersonal abilities, intrapersonal abilities, and stress management. It follows that IQ is a more determinative factor in reading-comprehension proficiency than emotional intelligence.