Relational aggression (RA), a type of bullying that uses relationships to hurt someone's social status and relationships with others, has become a frequent and serious problem in our schools (Crick, Grotpeter, & Bigbee, 2002; Merrell, 2006; Shane, Swearer, & Espelage, 2008). Emotional intelligence includes the ability to manage one's own as well as others' emotions, and the ability to interpret social situations so that emotions are used as useful sources of information when navigating the social environment. This correlation study examined the relationship between Relational Aggression (RA) and Emotional Intelligence (EQ) among middle school students in the private school setting. Relational aggression was examined from two perspectives: victims and perpetrators. Gender differences in terms of the relationship between RA and EQ were also examined. It was hypothesized that there is a significant and inverse relationship between relational aggression and emotional intelligence (i.e., students involved in relational aggression have a low EQ). Results indicate there is no statistically significant relationship between emotional intelligence and overall relational aggression for victims and perpetrators. Although not significant, an inverse trend, which supports the trend of the hypothesis, was found. Similarly, there were no statistically significant gender differences for any of the relationships examined in terms of the relationship between emotional intelligence (EQ) and relational aggression (RA). However, the correlation between the EQ and the RA for females identified as perpetrators, was moderately stronger than all the other correlations examined, which indicates an inverse, yet not statistically significant, relationship (i.e., relationally aggressive females demonstrate a higher score on emotional intelligence. Hence, using their EQ in a negative way to manipulate relationships).