This study aimed to investigate the role of emotional intelligence in predicting the self-efficacy of mathematical thinking among the students of the fourth basic grade in Buraimi Governorate. To achieve the study's objectives the researcher adopted the predictive methodology. The sample consisted of 150 students selected by cluster and sample random techniques. The study's tools were: Mathematical Thinking Scale provided by the researcher, Self-efficacy Scale for Children (SEQ-C) (Muris, 2001), and Bar-On Emotional Intelligence scale (2002). The content validity of the tools were measured, and the interned consistency reliability obtained by Cronbach Alpha. The results of the study showed a statistically significant correlation between mathematical thinking, self-efficacy, and emotional intelligence. The self-efficacy variable predicted mathematical thinking, when emotional intelligence was a mediator. The results also showed that gender, and the type of school had an impact on the prediction of mathematical thinking. To verify the structural equation modeling of the emotional intelligence scale, the confirmatory factor analysis of the adopted model was performed, and the results after the introduction of the amendment proposals showed a model was corresponded to the study's data. Based on these results of the study, the researcher recommended attention to the development of psychological factors that contribute to the development of mathematical thinking, including self-efficacy and emotional intelligence. It also recommended that the proposed model be used, with the suggestion that further studies be applied to investigate the structural equation modeling of the Emotional Intelligence scale.