The main goal of this study is to examine the relationship between teachers’ thinking styles and girl students’ Spiritual Intelligence (SI) in Tehran’s high schools. The population included all 155859 students and 12571 teachers in Tehran’s girl high schools. According to “Morgan table” 384 students and 375 teachers were selected using cluster random sampling method. Research tools were two standardized questionnaires: Emren & Demir’s (2007) Spiritual Intelligence Questionnaire and Sternberg’s thinking style inventory. Their validity indexes were evaluated by Mehrjou (2009). The reliability of the instruments was also calculated using Alpha Cronbach as 0.89 and 0.81, respectively. The research results revealed that teachers used a high level of executive and legislative thinking styles and a medium use of judicial style. There was also a negative relationship between executive style and problem solving. There was no meaningful relationship between executive thinking style and self-awareness consciousness, being holistic and grace. A negative relationship between legislative style and grace was also observed. However, there wasn’t a meaningful relation between this thinking style and problem solving. However, no positive relationship between this thinking style and grace was observed.