This study were to investigate the relationships between optimism and emotion intelligence and to investigate which factor of inclined optimism? and attribution optimism explained more significantly emotion intelligence. The problems of this study were First, are there any relationships among inclined optimism, attribution optimism and sub domains of emotion intelligence? Second, which one would explain better significantly emotion intelligence? This study were first graders and third graders of middle schools in Cheollanamdo area. The sample was 380 chosen conveniently. Collected data was analyzed by the Frequency, Peason\'s correlation coefficients, hierarchical regression. The major results are as follows. First, attribution optimism of middle school students explained emotion intelligence more significantly than inclined optimism. That is, inclined optimism explaned 16.0% of the variance and sub domains of attribution optimism explaned 23.6% of the variance. Second, inclined optimism of middle school students explained significantly emotion intelligence. Also-the sub domains in attribution optimism pervasive good event, permanent bad event and pervasive bad event-explained significantly emotion intelligence. From these results, it is necessary to develop the program to enhance the attribution optimism of middle school students. These programs will help teenagers to develop more positive, rational and flexible thought processes.