Introduction: Cognitive emotion regulation plays a fundamental role in the process of adaptation of people in contexts where they develop. Then, the aim was analyze the relation between cognitive emotion regulation strategies and emotional intelligence in college students. Methods: Was evaluated 145 individuals (65.5% women) between 18 and 52 years old. Were used the Cognitive Emotional Regulation Questionnarie - 18 (CERQ-18) and Brief Emotional Intelligence Inventory for Senior Citizens (EQ-i-M20). Results: Significant statistical correlations were obtained(p < .05). The strategies other-blame, rumination, catastrophizing, positive reappraisal, refocus on planning, and positive refocusing, have the strongest relationship with the emotional intelligence. Conclusion: Findings are agree with the previous research. The practical consequences and limitations are discussed.