The study is designed to investigate the 60-72-month early childhood children’s emotional intelligence levels with respect to some traits of their teachers. In the study, a mixed method in which quantitative and qualitative research methods are combined is used. Population of the study is 60-72-month children who attend the nursery classes of elementary schools and independent kindergartens at Trabzon province at 2017-2018 academic year. The sample consists of 300 children who are selected from population with random cluster sampling formula and children’s teachers. Data are collected via “Information Form” and “Sullivan Emotional Intelligence Scale for Children”.It is found that children’s emotional intelligences vary with respect to their teachers’ age, seniority, satisfaction from physical conditions variables (p<0.05); but do not vary with respect to having a child variable (p>0.05). At result of the study, it is found that teachers’ age, seniority, satisfaction from physical conditions and educational background variables are influential on children’s emotional intelligence.