This study examines the transformational leadership and emotional intelligence profiles of current Illinois superintendents. Demographic characteristics related to age, gender, degree, experience, and district size, type, and location were also examined. As schools are asked to "do more with less," the impact of leaders who demonstrate strong emotional intelligence and transformational leadership skills becomes more important. This study is significant because a greater understanding of transformational leadership and emotional intelligence profiles can assist current superintendents and those aspiring to enter the profession. In this study 147 Illinois superintendents were administered the MSCEIT emotional intelligence test and the MLQ-5X multifactor leadership test. The statistical procedure of profile analysis was used to assess whether groups have different profiles on a set of measures (i.e., emotional intelligence or transformational leadership subscales). The findings of this study showed that superintendents with higher emotional intelligence profile scores were significantly higher on transformational leadership profile scores than superintendents with lower emotional intelligence. Female superintendents scored significantly higher than male superintendents for transformational leadership. Superintendents with four to seven years experience scored significantly higher than those with eight or more years experience for emotional intelligence. Suburban/urban superintendents scored significantly higher than rural superintendents on the transformational leadership profile scores. When analyzing emotional intelligence profiles, across all superintendents, Managing Emotions was significantly higher than Perceiving Emotions and Understanding Emotions. When analyzing transformational leadership profiles, across all superintendents, Idealized Influence-Attributed was significantly lower than Idealized Influence-Behavior, Intellectual Stimulation, and Inspirational Motivation. Idealized Influence-Behavior was significantly higher than the Idealized Influence-Attributed, Inspirational Motivation, and Individual Consideration. Intellectual Stimulation was significantly higher than Idealized Influence-Attributed and Individual Consideration. Inspirational Motivation was significantly higher than Idealized Influence-Attributed and significantly lower than Idealized Influence-Behavior. The score for Individual Consideration was significantly lower than Idealized Influence- Behavior and Intellectual Stimulation. [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.]