The research aimed to identify the degree of emotional intelligence among a sample of students from the Faculty of Education at Damascus University. To identify the degree of prevalence of attachment patterns. To identify the relationship between emotional intelligence and attachment patterns. And to measure the level of significance of differences in the responses of the research sample members on the emotional intelligence scale and the attachment patterns scale according to the research variables: (gender, academic year). The research relied on the descriptive analytical approach, and the research sample consisted of (422) male and female students from the Faculty of Education at Damascus University. The researcher applied the emotional intelligence scale prepared by (Bar-On), and the attachment patterns scale prepared by Al-Dahin (2012). The study concluded with the following results: 1- The level of emotional intelligence among students from the Faculty of Education at Damascus University was average, as the arithmetic mean of the research sample members\' response was (2.49). 2- The level of attachment among the research sample members was average, as the arithmetic mean of the research sample members\' response on the attachment patterns scale was (3.26). From the point of view of the research sample members, it was found that the most prevalent patterns among students is the first pattern: (secure attachment), which came in first place. 3- There is a positive correlation with statistical significance between emotional intelligence and attachment patterns among the research sample members. 4- There are statistically significant differences in all dimensions between the average scores of male students\' responses and the average scores of female students\' responses on the emotional intelligence scale, in favor of male students. 5- There are statistically significant differences between the average scores of first-year students\' responses and the average scores of fourth-year students\' responses on the emotional intelligence scale, in favor of students in the fourth academic year. 6- There are no statistically significant differences between the average responses of the research sample members on the attachment patterns scale according to the gender variable. 7- There are statistically significant differences in all patterns between the average scores of students\' responses in the first academic year and the average scores of students\' responses in the fourth academic year on the attachment patterns scale, in favor of students in the first academic year, except for the first dimension: (secure attachment), in which the differences were in favor of students in the fourth academic year.