Using emotional intelligence, teacher self-efficacy, and discrepancy as theoretical lenses, this multivariate study explored the relationship that exist between emotional intelligence, student teacher's actual and ideal self-efficacy, and discrepancy. Previous research on the impact of student teachers' experiences with emotional intelligence (EI) indicates that we know that training programs can increase EI for student teachers, that teachers' beliefs of their teaching self-efficacy impacts their emotions on their experiences and how they could or should handle future situations, but we do not know if emotional intelligence can predict discrepancy in teachers' beliefs in their ability to perform their duties and ideally how they would like to be performing their duties. This study will add to existing literature of the relationship that exist between self-efficacy and EI, and introduce discrepancy has a variable that exist between discrepancy and actual and ideal self-efficacy. This survey employed the Schutte's Self-Report Emotional Intelligence Test (SSEIT) to assess Emotional Intelligence and Teacher Self-Efficacy Scale 10-item to measure Actual and Ideal Self-Efficacy. Discrepancies scores were measured by subtracting Ideal Self-Efficacy and Actual Self-Efficacy scores. Using Pearson's r indicated a significant positive correlation between Emotional Intelligence, Actual, and Ideal Self-Efficacy, but no significant relationship was found between Emotional Intelligence and Discrepancy. Furthermore, Pearson's r indicated a significant positive relationship between Actual (r = 0.953) and Ideal Self-Efficacy (r = 0.909) and significant relationship between Ideal Self-Efficacy and Discrepancy (r = 0.476). The results of this study indicated the importance of emotional competence training while students are developing through teacher preparation programs to lower the discrepancy that may develop in their ideal self-efficacy to correlate with an individual higher actual self-efficacy. [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.]