This report describes a problem-based learning project focused on the hiring of school leaders with emotional intelligence. The project focused on four guiding questions: (1) How are districts currently evaluating for emotional intelligence in the hiring practice? (2) To what extent do school districts in one Midwestern state utilize the candidate's emotional intelligence in consideration for selection? (3) In what ways have schools utilized tools to support the hiring of school leaders? The literature supported that principal selection practices should be highly structured, and the critical assessments should be tied to what is important for an effective principal (Ash et al., 2013; Clifford & Learning Point Associates, 2010, Stone et al., 2005, Palmer, 2017). A leader's emotional intelligence can influence teams, groups, and organizations to be more effective (Brackett, 2019; Goleman, 2005; Lynn, 2008; Patti et al., 2018; Stone et al., 2005). When emotional intelligence has been studied in the realm of schools, benefits have been found for both students and educators. Principals with high emotional intelligence are more effective (Brackett, 2019; Patti et al., 2018; Stone et al., 2005). This project sought to identify best practices for hiring leaders with high emotional intelligence and gathered data on current hiring practices in this Midwestern State. The findings concluded that despite valuing components of emotional intelligence, districts are not consistently using tools to measure emotional intelligence or considering emotional intelligence in the final selection of leaders. The team provided recommendations for districts to use emotional intelligence in hiring practices for school leaders. [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.]