Intelligence is the ability of the mind to learn, take advantage of what is learned, adapt to new situations and find new solutions that directly affects academic achievement. Intelligence domains can be divided into emotional intelligence and cognitive intelligence. Emotional intelligence differs from cognitive intelligence in terms of its ability to develop. It is thought that people with high emotional intelligence are more successful in managing their emotions, and thus their academic success has increased. In this study, the relationship between emotional intelligence and academic success of the Turkish lesson was examined. Based on quantitative approach, in order to establish association between the variables a descriptive research design was used to collect data from the study group. The participants of the study group were selected from 5th grade students of a secondary school in Istanbul. In order to measure the emotional intelligence of the students The Emotional Intelligence Scale which was developed by the Tauck Family Foundation and Child Trends (2014) to raise primary school and middle school teachers 'success by measuring their students' emotional competence levels was adapted to Turkish by the researcher. . The student form of scale which has 14 questions and four-dimension was used in the research. In adapting Emotional Intelligence Scale to Turkish language SPSS 23 was used for Exploratory Factor Analysis (EFA) and associational statistics and AMOS 23 was used for Confirmatory Factor Analysis (CFA). The actual research was conducted with a total of 380 5th grade students, 162 of whom were girls and 218 were boys. In order to summarize students' emotional intelligence level, including its sub-dimensions and Turkish Lesson achievement levels their average scores and standard deviation values were calculated. Whether there was a significant relationship between students' emotional intelligence levels and Turkish Lesson achievement scores was examined by Pearson correlation coefficient. Finally, whether there was a significant difference between the emotional intelligence levels of female and male students, were investigated with the independent samples t test. It was found that there were positive significant relationships between the students' Turkish Lesson achievement scores and their overall emotional intelligence (and all the dimensions of the emotional intelligence) scores at the .001 significance level.