The purpose of this study was to investigate the relationship between elementary school students¡¦ emotional experiences and their perception of teachers¡¦ power styles in classroom . In this study, 707 sixth-grade students in the great metropolitan Kaohsiung area were surveyed. The instruments employed in this study included Emotional Experiences Inventory for the Primary Students, and Teacher Power Styles Inventory. The statistical methods used for the data analysis were Descriptive Statistics, Analysis of Variance, Canonical Correlation, and Stepwise Multiple Regression. The main findings of this study were following¡G 1.The power style most frequently employed by teachers was the normative power style. On the other hand, the coercive power style was seldom employed by teachers nor was the remunerative power style. Many students had emotional experience of joy. A few students had emotional experiences of sadness and fear. 2.More girls had joy emotional experience than boys did. There were no significant differences between girls and boys for sadness and fear emotional experiences. 3.For each emotional experience, there were no significant differences among various birth orders, among family structures, or among socioeconomic states. 4.More male teachers employed the coercive power style than female teachers did. While more female teachers employed the remunerative power style and normative power style than male teachers did. 5.There were significant differences in the employment of remunerative power style among different years of teaching experience. However, there were no significant differences among the years of teaching experience for the employment of coercive power style, nor for normative power style. 6.There were no significant differences in the employment of power styles among different levels of teacher education. 7.There was a statistically significant interaction between students¡¦ birth order and sex for emotional experience of joy. 8.There was no significant interaction between students¡¦ sex and family structure for emotional experience. Also there was no significant interaction between students¡¦ sex and socioeconomic states. 9.There was a significant interaction between teachers¡¦ sex and the years of teaching experience for the employment of coercive power style. There was no significant interaction between teachers¡¦ sex and the years of teaching experience for the employment of remunerative power style, or for the normative power style. 10.There was a significant interaction between teachers¡¦ sex and education for the employment of coercive power style, and for the employment of remunerative power style. However, there was no significant interaction between teachers¡¦ sex and education for the employment of normative power style. 11.There was a significant correlation between teachers¡¦ employment of normative power style and students¡¦ emotional experience of joy. 12.Teachers¡¦ employment of normative power style had a great influence on students¡¦ emotional experience of sadness. 13.Teachers¡¦ employment of normative power style had a great influence on students¡¦ emotional experience of joy. 14.Teachers¡¦ employment of coercive power style had a great influence on students¡¦ emotional experience of fear. Finally, the researcher made several suggestions to the educational organizations, the primary school teachers, and the future studies.