Adolescents with learning disabilities typically exhibit higher levels of social, emotional, and behavioral problems than their nondisabled peers. The coping resources of learning disabled adolescents play an important role in their ability to deal with the stressful conditions associated with their disability. Adaptive coping among adolescents with learning disabilities helps to determine their educational success and the nature of their life outcomes related to their educational experiences. Educators often underplay the need for intervention and support for learning-disabled students that focus on their social and emotional needs as well as their need to develop effective and adaptive coping skills. This study investigated the relationship between emotional intelligence in a sample of 80 middle and high school students as an index of their ability to deal successfully with emotion-related experiences and its relationship to their use of approach and avoidance coping strategies. The study utilized bivariate correlation, multiple regression, and canonical correlation analyses to determine correlations between participants' scores on the Schutte Emotional Intelligence Scale and the Coping Response Inventory-Youth Version. Results of the study showed that there was a significant relationship between emotional intelligence and approach coping but did not show a significant relationship between emotional intelligence and avoidance coping. Implications for educational practice and recommendations for future research are discussed.