The purpose of the present study was to predict high school teachers’ emotional intelligence based on their attachment styles (Close, Depend, and Anxiety Dimensions). To this end, 80 high school teachers were selected through convenience sampling method in Tabriz. The participants completed Trait Meta-Mood Scale (Salovey et al., 1995) and Revised Adult Attachment Scale (Collins, 1996). The results of correlation analysis showed that components of emotional intelligence (emotional attention, emotional clarity, and emotional repair) were associated with teachers’ attachment styles (Depend and Anxiety). Results of multiple regression analysis demonstrated that anxious attachment style in teachers was the only predictor of the components of emotional intelligence (attention, clarity, and repair). Teachers with dependent attachment style (trust in others) reported higher emotional intelligence and teachers with anxious attachment style reported lower emotional intelligence. Result of the study indicated that the components of teachers’ emotional intelligence can be predicted on the basis of their attachment style; hence, individuals’ emotional intelligence is closely correlated with their attachment style. The practical implications of the study for treating mental disorders are discussed in the paper.