Emotional Intelligence is an important aspect in teacher’s training programs because it is linked to classroom administration performance and other maintenance factors for teachers. The purpose of this study is to highlight the role of emotional intelligence as a predictor of self-efficacy and subjective well-being among teachers at higher education level. It was hypothesized that emotional intelligence will predict self-efficacy and subjective well-being (life satisfaction, positive affect and negative affect) of public sector university teachers. The sample consisted of 300 (151 males, 149 females) teachers with ages ranging between 25- 55 years. The entire sample of teachers was drawn from public sector Universities of Karachi- Pakistan and were administered Demographic form, ICP Subjective Wellbeing Scale (Moghal & Khanam, 2012), Pakistani version of Generalized Self-Efficacy Scale (Tabasum and Rehman, 2003) originally developed by Schwarzer and Jerusalem, (1995), and Pakistani version of Trait Emotional Intelligence Questionnaire-Short Form (Shahzad, Riaz, Begum, & Khanum, 2013) originally developed by (TEIQue-ASF;) Petrides, Sangareau, Furnham, and Frederickson (2006). Descriptive statistics along with Correlation and Regression coefficient analysis was applied to explore the predictability of emotional intelligence for perceived self-efficacy and subjective well-being of teachers working in public universities of Karachi, Pakistan. Results revealed that emotional intelligence predicted self-efficacy, life satisfaction and positive affect of public sector university teachers but did not predict negative affect in the same.