This study explores elementary school teachers' perceptions of emotional intelligence (EI) influence on the academic development of African American elementary students within a charter school in North Carolina. Persistent academic disparities faced by Black students, exacerbated by systemic educational inequalities and socio-cultural challenges, underscore the need for innovative approaches to foster academic excellence. This study posits EI as a potential catalyst for creating an inclusive and supportive learning environment conducive to both academic and personal growth. Guided by Goleman's (1995) EI theory, which emphasizes self-awareness, self-regulation, motivation, empathy, and social skills concepts, this study employs a qualitative single-case study methodology. The study involved semi-structured interviews and focus group discussions to capture a nuanced understanding and application of EI by teachers. Participants included teachers with varying years of experience and backgrounds, providing a comprehensive view of EI's impact on student outcomes and classroom dynamics. Findings indicate that teachers' EI applications significantly enhance the academic experiences and achievements of African American students. The study reveals that teachers who actively integrate EI components into their pedagogical practices create more engaging and responsive learning environments, leading to improved student performance, emotional resilience, and overall well-being. These insights contribute to the broader discourse on educational equity, offering evidence-based recommendations for incorporating EI-focused pedagogies in charter schools and beyond. The integration of EI into teaching practices not only supports academic growth but also fosters a holistic development of students, preparing them for future challenges both within and beyond the academic realm. This study highlights the importance of EI in addressing educational disparities and promoting academic success among marginalized student populations. By demonstrating the practical applications of EI in the classroom, the study provides a framework for educators and policymakers to enhance the educational experiences and outcomes of African American elementary students, ultimately fostering a more equitable and just educational system. This research underscores the transformative potential of EI in fostering a supportive and inclusive educational environment, promoting both academic success and personal growth for all students involved. [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.]