The purpose of this study was to identify the desired emotional intelligent traits successful educational leaders possess, how they regulate their emotions, and the strategies they use when interacting with emotionally charged adults. The results of this two-group study (practicing and aspiring school administrators) revealed higher emotional intelligence scores in the factors of self-control and sociability for the practicing group. The aspiring group scored low, as compared to practicing principals, in the facets of assertiveness, emotion regulation, and social awareness. Similarly, a subset of principals with greater than 10 years' experience scored higher in self-control and sociability as compared to the aspiring group.