Background: Four phases teaching method affects emotional intelligence, satisfaction, self-confidence and practice. Aim of the study: Was to investigate the effect of application of four phase teaching method regarding care of labor among nursing students and its effect on their emotional intelligence. Design: A quasi-experimental study was utilized. Setting: The study was conducted at technical Nursing Institute at Benha University. Sample: A purposive sample included 170 nursing students and divided equally into two groups control and intervention groups. Tools of data collection: Four tools were used, I: A structured interviewing questionnaire, II: Bar-On emotional intelligence Quotient Inventory, III: The student satisfaction and self-confidence in Learning Instrument and tool and IV:  Observational check list. Results: The mean scores of emotional intelligence was statistically higher in the intervention group compared to control group (P ≤ 0.05) post implementation of the four-phase teaching method. Also, the intervention group had significant higher scores in satisfaction, self-confidence and practice compared to control group (P ≤ 0.05). Additionally, there was a positive statistical correlation between total emotional intelligence and total practice scores in both groups (P ≤ 0.05). Finally, it was observed that there was significant positive correlation between emotional intelligence, satisfaction and self-confidence scores among intervention group (P ≤ 0.05). Conclusion: The four-phase teaching method was effective on improving student's emotional intelligence, satisfaction, self-confidence and practice related to care of labour. Recommendations: Replication of the present study with more participants and at several universities for generalization of the results and evaluation the effect of application of four phases teaching method for maternity nursing students on improving labour outcome.