Towards a developing Construct in Dance Education-Exploring the Relation of Emotional Intelligence to Teacher's Sense of Efficacy and teaching Experience among British Dance Education Students. Theories of emotional intelligence (EI) have already been applied successfully in the field of education, and EI has been found to predict different aspects of teaching such as influencing one's self-beliefs. Positive associations among emotional intelligence (EI) and teachers' self-efficacy (TSE) and length of teaching experience have been reported. This study aims to investigate potential associations between EI, TSE, and length of teaching experience amongst British postgraduate students of dance education (PGDE) students. A sequential mixed-methods design was applied, including both qualitative and quantitative methods in order to capture examples of emotionally intelligent dance students. Measures of the trait emotional intelligence questionnaire (TEIQue) and the teacher sense of efficacy scale (TSES) were administered to a sample of eight PGDE students. The results suggest a positive association between trait emotional intelligence, its subscales and teachers' self-efficacy and between the TEIQue total score and the length of teaching experience. Qualitative data was collected via a multiple case study, evaluating four cases among the participants. Three main themes merged from the qualitative data: dance background, teaching experience and self-efficacy beliefs, exploring further the findings from the preliminary analysis. Specific student dance teacher development programmes have been suggested to enhance dance teachers' emotional intelligence.