The aim of the research in the master's thesis is to analyze self-assessed quality of family relationships and emotional competence among future teachers. The conducted research involved 109 students of Teacher Education, who completed the Emotional Skills and Competence Questionnaire UEK-15 (Takšić, 1998). Students highly value their ability to recognize and understand emotions, while simultaneously self-assessing the lowest ability in emotion management. The analysis shows that there is a statistically significant correlation between self-assessed quality of family relationships and emotional competence among future teachers. Using a qualitative method provided additional insights into students' reflections on their family relationships, which were explained by the theory of parental acceptance-rejection (Rohner, 1984). Based on the obtained results, the policy of student enrollment in the college can be more precisely regulated. The selective enrollment process can be based on insights into the quality of family relationships in which students have grown up, as this is potentially directly related to the quality of their emotional competence. This research provides valuable insights into the complex interaction between family relationships and emotional competence and opens the way for further research and development of interventions aimed at supporting families and youth in their emotional development.