This survey-correlational research ascertained the relationship among pre-service teachers' critical thinking skills, emotional intelligence, and teaching performance of pre-service teachers. Conducted in January 2010, this study had for participants 96randomly selected pre-service teachers at Capiz State University. Two data gathering instruments were utilized: the adopted Critical Thinking Appraisal and Emotional Intelligence Assessment. Percentages, means, standard deviations, t-test for independence, One-way ANOVA, Pearson's r, and Two-way ANOVA were statistical tools employed in the analysis of the obtained data.Significance level for all inferential tests was set at .05 alpha. The study found out that generally, the pre-service teachers at CapSU had "moderate" critical thinking skill, "average EQ", and had a "highly satisfactory" teaching performance whether taken as entire group or classified according to the levels of their critical thinking skills and emotional intelligence. No significant differences existed in the teaching performance among pre-service teachers classified according to the levels of their critical thinking skills and emotional intelligence. No significant relationship existed between critical thinking skills and emotional intelligence. No significant relationships existing and emotional intelligence, between emotional intelligence, between emotional intelligence and teaching performance, and between critical thinking skills and teaching performance. Finally, the main effect of the pre service teachers' critical thinking skills and emotional intelligence on their teaching performance was not significant. It seems indiactive that pre-service teachers posses average ability to reason out, judge, or decide in solving problems. The skill in evaluating arguments appears to be easier to the students compare to other measures of critical thinking. It also appears that the pre-service teachers posses average capacity to recognize their own feelings and those of others coupled with the propensity to pursue goals with energy and persistence, but have lesser focus on their ability to recognize and understand their moods and emotions. Finally, pre-service teachers perform better in their practice teaching which may be attributed to what they have learned from their academic preparations and pre-teaching experience specifically during their field study that perhaps had harnessed them and enable them to put into practice the things they have acquired.