Emotional Intelligence (EI) is increasingly being recognized as a measure of the over-all performance of an individual. This descriptive-correlational study determined the EI and academic achievement among student-leaders in higher education institutions. Students’ EI was assessed through the Bar-On (EQ-I: S) while academic achievement was obtained through the General Weighted Average of their grades in a semester. EI scores and academic achievement were obtained using the mean. EI scores were further analyzed to obtain the corresponding composite scale. Inferences were tested using the t-test for independent samples, Analysis of Variance (ANOVA), and Chi-square Tests. Findings revealed that the majority of the student leaders scored high on the “interpersonal” scale of the EQ-I: S. Likewise, results show that the majority of the student leaders have “satisfactory” academic achievement. The inferential test revealed that a significant difference exists in the EI of the student-leaders as a whole. Chi-square tests revealed that academic performance and EI are not significantly correlated. In this study, the “satisfactory” academic performance covers only the semester when the study was conducted which may limit the extent of its correlation to the students’ EI. This study will be of great help for school authorities to conduct various EI training and workshops to strongly develop the EI of the students to become emotionally managed and boost their self-confidence to perform their best in school. Furthermore, EI should be considered by curriculum designers to enable educators to assist their students reach successful academic achievement.