Teaching and learning require an environment of emotional intelligence and social and emotional learning. The problem addressed in this qualitative case study was the lack of emotional intelligence training for online teachers. Those teachers work without face-to-face communication, which can hinder the understanding of emotions, the use of emotions in reasoning, and the management of emotions in self and others. The purpose of this study was to examine online teachers' strategies to convey and develop emotional intelligence and social and emotional learning in their online teaching using constructivism as the theoretical framework. Participants included eight purposively selected online teachers at New Vision University to discover strategies online teachers employ to convey and develop emotional intelligence skills in their online teaching. Data collection was through an interview and a questionnaire based on semi-structured questions. Inductive analyses and coding methods resulted in seven themes. All participants highly valued emotional intelligence skills, but only one worked with a curricular program to convey and develop those skills. Online teachers hold emotional intelligence skills in high regard but use their efforts to convey and develop those skills. Online teachers should receive emotional intelligence skills training as part of their professional development for future practice. Schools should stress the importance of effective communication with students, and online program directors should focus on overcoming barriers in helping online teachers to receive specific training in emotional intelligence skills. A future school-wide study with more participants is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]