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The present study aimed at investigating the relationship between EFL students' emotional intelligence and their sense of self-efficacy beliefs. The researchers of the present study set out to investigate this association based on theoretical contentions in the literature which demonstrated that self-efficacy is under the influence of several factors, one of which is the individual's emotional states. To empirically investigate the theorized relationship between self-efficacy and emotional intelligence, 97 EFL university students were selected according to convenience sampling from different universities in Iran. The participants were asked to complete the Bar-On EI test as well as the Learners’ Self-Efficacy Survey. The findings of the study indicated that there is a significant relationship between EFL learners' emotional intelligence and their self-efficacy beliefs. Subsequent data analysis via regression revealed that among the components of emotional intelligence, self-actualization and stress tolerance are the positive predictors of the learners' self-efficacy. The results of the present study should encourage authorities and EFL teachers to incorporate skills and abilities associated with emotional intelligence in their curriculum and classroom activities. In so doing there is opportunity to enhance their self-efficacy, as well.