This study primarily examined relationships among personality, emotional intelligence, and stress at school. Using a 490 high-school student sample, the study took personality test in the second grade of the sample and conducted a follow-up survey in the third grade in terms of emotional intelligence and stress. The results of the study confirmed the hypothesized relationships; Students with higher emotional stability and conscientiousness perceived less stress. The effects of extroversion and agreeableness on stress were moderated by emotional intelligence in such ways that students with high emotional intelligence showed low stress level when they are extrovert whereas students with low emotional intelligence revealed high stress level when they are extrovert. Although agreeableness did not have significant main effect on stress, the agreeableness-stress relationship was stronger for individuals with low emotional intelligence, showing interaction effect. Implications for adolescents' stress management were provided that may utilize the information of individual characteristics in terms of emotion and personality.