This descriptive-correlational study aimed to determine the emotional quotient (EQ), adversity quotient (AQ) and spiritual quotient (SQ) of BSPED student teachers and their relationship to student teaching performance. A total of 62 BSPED students taking student teaching course in the first semester, AY 2015-2016 were the respondents of this study. Total complete enumeration of available data with certain restrictions was the method used in the selection of the respondents. To gather data, a validated questionnaire for emotional quotient , David King’s Spiritual Intelligence Self-Report Inventory for spiritual quotient and Adversity Response Profile for adversity quotient developed by Dr. Paul Stoltz were used. Descriptive statistics used were mean scores and standard deviations. The t-test, Simple Analysis of Variance (ANOVA), the Pearson- Product Moment Coefficient of Correlation (Pearson r) at 0.05 alpha level were the inferential statistics. The Statistical Package for Social Science software was utilized in processing the data for statistical analyses. The results showed that the respondents had an "Average" emotional quotient (EQ), "Low" adversity quotient (AQ), "High" spiritual quotient (SQ) and "Outstanding" student teaching performance. There were no significant differences in the emotional quotient (EQ), adversity quotient (AQ), spiritual quotient (SQ) and student teaching performance of the respondents when taken as an entire group and when classified according to the following antecedent variables- specialization, academic preparedness and STFAP Bracket. There were no significant relationships existed between emotional quotient (EQ), adversity quotient (AQ) and student teaching performance, between emotional quotient (EQ) and spiritual quotient (SQ) and between spiritual quotient (SQ) and student teaching performance. Findings further showed that adversity quotient (AQ) was found to be inversely proportional to spiritual quotient (SQ).This implies that if a person’s AQ was low, his SQ got high.