This study aimed at predicting the teacher engagement level in classroom through emotional intelligence in government secondary schools. Emotional intelligence helps to know emotions which are helping to spend life more easily and happily and such type of people are more satisfied than other people. This study was quantitative in nature and correlational research method was used. Three hundred twenty secondary school teachers were selected through stratified random sampling from five tehsils of Lahore, Pakistan. Data were collected from secondary school teachers by closed-ended questionnaire. Results of the study indicated that emotional intelligence level of the teachers was average and most of the teachers in secondary schools possessed average level emotional intelligence and they engaged students effectively in the classrooms. Perceptions of teachers how they engaged the students in classrooms and to what degree they were emotionally attached with students were identified. Teachers were asked about emotional engagement with school environment, colleagues, students, emotional level in student teacher interaction and impact of the teacher engagement on student achievement. It was concluded that teachers had moderate attachment with school climate, colleagues and students. As a result, these factors led teachers to classroom engagement. It is recommended that government should recruit teachers of high emotional intelligence as a result teachers' classroom engagement can be improved.