Emotions are ubiquitous in education. However, most discussion of emotional learning and development is focused on the student. Yet, teachers are human and experience strong emotions in their work. This research sought to look at the emotional skill sets of emotionally intelligent educators. The framework for emotional skill sets consisted of physiology processes through our brain-body connection, behavioral processes such as emotional regulation, cognitive process including self-talk, and educational leadership. The central research question was: What theories can be generated regarding the ways in which educators approach, process, and practice emotions in the classroom? My hope was to develop new theories around teachers' use of emotions and to honor educators' emotional journeys by exploring this phenomenon qualitatively. Using constructivist grounded theory, 10 educators were interviewed and observed, and they recorded their self-talk. These emotionally intelligent educators were found to engage in a continual process of emotional evolution towards their Best Self. They do this by taking a specific Stance of Awareness, using Adaptive Language, and employing Cognitive Tools. Moreover, emotionally intelligent educators were found to actively dismiss tactics that would put them in the Danger Zone, such as taking a Stance of Control, using Labels and Demeaning Language, and falling victim to the Compliance Trap. Ultimately, this research has implications for many stakeholders within education, notably teacher training programs and educational leaders. It is my sincere hope that educators can learn from these findings to enhance the culture of schooling for both teachers and students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]