This study investigates the relationship between emotional intelligence (EI) and reading strategy choices among Iranian English as a Foreign Language (EFL) learners. Emotional intelligence, which involves the ability to recognize, understand, and manage emotions, plays a critical role in learners' cognitive and affective processes, including language learning. The research explores how different dimensions of EI, such as self-awareness, self-regulation, motivation, empathy, and social skills, influence the selection and application of reading strategies in EFL contexts. A sample of Iranian EFL learners participated in a survey, completing measures of EI and reading strategy use. The findings suggest that higher levels of emotional intelligence are positively correlated with the use of more effective and diverse reading strategies. Specifically, learners with higher EI tend to utilize more metacognitive and problem-solving strategies, which enhance their reading comprehension and overall language learning outcomes. The study provides insights into how emotional intelligence can contribute to more effective language learning strategies and highlights the potential for integrating EI development in language instruction to improve reading performance in EFL learners.