The current system of education focuses not on preparing students for life success, but on preparing students for academic success. The problem that this study will address is that at-risk students living in poverty combined with limited teacher emotional intelligence, has resulted in low student academic growth regarding mathematics and reading. This study therefore, seeks to identify how effective teachers who use and model high levels of emotional intelligence in the public elementary schools of a Virginia school division are at producing academic gains in 'at-risk' students living in poverty. The research in this study utilized the quantitative methodology, and the research design is nonexperimental, correlational and descriptive in nature. Teacher emotional intelligence is the independent variable and at-risk student achievement is the dependent variable. Uncovering a positive statistically significant relationship between teacher emotional intelligence and at-risk student academic achievement may not only add to the existing body of evidence that supports EI training, but also provide information to school and district level decision makers regarding EI professional development needs and benefits for teachers in the Public Elementary Schools in this Virginia School Division that relate most closely to the success of at-risk students living in poverty. [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.]