Purpose. This study described the knowledge, skills, behaviors, and strategies associated with emotional intelligence (EI) that elementary school principals used to address conflict in their organizations. This study also determined the impact EI had on elementary school principals' perceptions of their ability to lead their organizations. This study is a modified replication of Dr. Lorie Geery's (1997) study with superintendents. Methods. A qualitative case study using narrative inquiry was conducted with 10 elementary school principals purposefully selected based on specific criteria. A conceptual framework focused on five areas of EI was used to identify the knowledge, skills, behaviors, and strategies these principals used in practice. Data were collected by e-mail using the dynamic narrative approach, which allows for individual and group participation. Qualitative data were used to create frequency tables containing the examples reported most often by participants. Findings. Elementary school principals in this study (1) reflect on their emotional behaviors to manage conflict, (2) understand the need to exert self-control over emotions and emotional behavior, (3) believe they have the ability to solve conflicts and take responsibility for the conflict-resolution process, (4) demonstrate empathy to improve working relationships, (5) realize that recognizing others' emotions allows them to evaluate and adapt to conflict, (6) understand the importance of developing professional relationships, and (7) make personal connections to build respect and trust. Conclusions. Elementary school principals (1) make strong emotional connections to develop effective working relationships; (2) demonstrate empathy to positively affect the emotional climate of their organization; (3) use the knowledge, skills, behaviors, and strategies associated with EI to manage conflict effectively; (4) reflect on their emotions and behaviors to approach conflict in a confident, respectful, and considerate manner; and (5) believe EI is a cornerstone of effective leadership when dealing with conflict. Recommendations. Replicate this study with a larger group of elementary school principals who are diverse in their experience, training, gender, and ethnicity. Explore the effects of EI on principals' leadership performance. Develop programs in EI to educate and train educational leaders and teachers. Share the findings from this study to develop awareness of the positive impact EI can have on anticipating and managing conflict. [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.]