The purpose of this study was to determine the degree of the relationship between teachers’ Trait Emotional Intelligence (EI), Teacher-Student Relationship Quality, and student achievement. Participants in this study completed two instruments, the Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009) and the revised Student Teacher Relationship Scale (STRS) (Pianta, 1999). The TEIQue was used to assess participants’ Emotional Intelligence and the STRS was used to assess self-perceived relationship quality with students. Questionnaires were distributed to grade 3-12 teachers in the rural South Georgia RESA district. The response rate for this study was 15%. Georgia Milestone Assessment System (GMAS) scores were also analyzed for each participant to determine the degree of influence EI and teacher-student relationship had student achievement. Pearson’s Correlation coefficient was used to determine the degree of the relationship between EI, Relationship Quality, and GMAS scores. Multiple Regression was used to determine if EI factors (Emotionality, Self-control, Sociability, and Well-being) influenced Relationship Quality. Multiple Regression was also used to determine if teacher socio-demographics influenced EI, EI factors (Emotionality, Self-control, Sociability, and Well-being), Relationship Quality, and Relationship Quality components (Conflict, Closeness, and Dependency). The findings from this study sample revealed that no relationship exists between teacher EI, Teacher-Student Relationship Quality, and GMAS scores. Findings also concluded that teacher socio-demographics did not predict EI, EI factors, Relationship Quality, or Relationship Quality components for the sample of this study.