This study is to examine the relationship between emotional intelligence and problem solving in special education teachers. This research uses a quantitative approach. Data collection was done by distributing questionnaires using emotional intelligence scale and problem solving scale. The sample of this study was male and female special school teachers who were actively teaching totaling 100 people. Sampling was done using purposive sampling technique. The results of this study indicate that the hypothesis is accepted with a correlation value of 0.651 with a significance of 0.000 (p < 0.01) which means that there is a very significant positive relationship between emotional intelligence and problem solving. This shows that the higher the emotional intelligence, the higher the problem solving, and vice versa, the lower the emotional intelligence, the lower the problem solving.