In order to live in harmony with ourselves, it is very important to develop not only our mental but also emotional skills. The person with high emotional intelligence listens to his “inner” voice and is able to recognize his feelings. He draws attention not only to sound logic but also to his intuition. He manages to use analytics to solve his personal emotions and to recognize the feelings of important people (Gituni, 2000). The person with low emotional intelligence acts without thinking about what caused the other to do just that, and is not excited by his motives. He does not respect others and only cares for himself, making it difficult for him to integrate into society. Like any other skill, emotional intelligence can evolve. The most important advantage of the emotional factor is that it is less genetically engineered and allows parents and educators to compensate where nature has missed out to decide a child’s chances of success. Dr. Lawrence Shapiro is among the avant-garde American psychologists who have promoted the methodology of teaching children in the skills of emotional intelligence (Shapiro, 1999). In recent years, however, the term “emotional intelligence”, introduced by Daniel Goleman (Goleman, 2000), has become more and more popular in terms of a wide range of abilities: ability to motivate and resist frustration; impulse control; propensity for empathy; the ability to understand and accept our own and those of other emotions, feelings, hidden mechanisms that make us react in one way or another. Bulgarian school education is aimed at acquiring basic knowledge and skills from students. It turns out that today it is not enough for their successful future realization. In the context of today’s dynamic and rapidly developing information age, students need to have personal qualities – teamwork skills, communicativeness, self-criticism, initiative, adaptability, necessary for their professional recognition and improvement; abilities that make up emotional intelligence. This is the most important reason which made Regional Department of Education – Pazardzhik to be a partner of the REC project and to involve 11 schools in it.