The purpose of this study was to determine the effectiveness of Chess Training on perceived problem solving and Emotional Intelligence among female students of mathematical disorder in Saveh city in 1396. The method of this semi-experimental research was pre-test and post-test design with control group. The statistical population of the study included all female students with math disorders in the 4th to 6th grades of elementary school who were selected by simple random sampling and were randomly assigned into two groups of experimental (n = 15) and control (n = 15). The experimental group received chess training for 11 60-minute sessions and the control group remained on the waiting list. Data collection was performed using the perceived problem solving (Hepner and Patterson, 1982) Questionnaire Emotional Intelligence (Mavroli et al., 2008) Questionnaire. Data analysis was performed using descriptive and inferential (covariance analysis) data from the implementation of the questionnaire through spss23 software. The results showed that Chess Training improves "trust in problem solving" and "personal control" of 4th to 6th grade female students with math disorders in Saveh city, however, there was no significant difference between the two groups in terms of "tendency-avoidance style". The results also showed that chess training has improved emotional intelligence and its components in fourth to sixth grade female students with math disorders in Saveh. Therefore, Chess Training is an option in the student's curriculum and can be used as an appropriate intervention method.