The purpose of this research was to examine the learning styles of prospective teachers in terms of emotional intelligence with some other variables. Grasha-Reichmann’s learning style scale prepared by Grasha-Reichmann (1994) and Turkish version of which was adapted by Sarıtaş and Süral (2010) was used to measure the learning styles of students who are candidates to become teachers. Their emotional intelligence was measured using this scale. The study group of the research composed of 406 university teacher candidates who were studying in the Education faculty in the academic year of 2016/2017. The research was carried out using the relational screening model. A significant relationship between subscales of learning styles and emotional intelligence sub-dimensions was found. In addition, significant differences were found in the dependent learning style and participative learning style sub-dimensions of learning styles according to the genders of teacher candidates. A significant level of differentiation was seen in the independent learning style, dependent learning style, competitive learning style and avoidant learning style sub-dimensions.