Numerous researches on intelligence like those of E.L. Thorndike (1914), David Wechsler (1940), Gardner (1983) etc. lead to findings that intelligence does not consist of cognitive aspect only. There are many non-cognitive factors that contribute to the intelligence of an individual. These non-cognitive factors like social skills, emotional skills, problem solving techniques etc. contribute to a successful life. There is much evidence present that proves that IQ alone cannot predict success in life. For leading a balance life physically, socially and emotionally, exploration, control and monitoring of emotions are very necessary. Researchers have found out that successful people have following traits in them, which cannot be achieved by having cognitive abilities only, traits like: empathy, self-awareness of one’s own emotions, managing their anger, anxiety and stress, having good interpersonal relationship (Goleman,1998). Emotional Intelligence deals with factors related to how humans use their emotions in their daily lives. Emotionally intelligent individuals experience success in important areas in their lives such as work and their relationships. Overall, emotionally intelligent individuals seem to be healthier, happier, and emotionally more stable than those who have low Emotional Intelligence (Schutte, Malouff, Simunek, Kenley & Hollander, 2002). These evidences motivated the researcher to explore link between emotional intelligence and academic achievement of students. Major objectives of the study were to find out the relationship between emotional intelligence and academic achievement; to compare the emotional intelligence of private and public school students; comparison of emotional intelligence between male and female students’ and its impact on academic achievement. Hypothesis of the study was “there is no relationship between emotional intelligence and academic achievement”. The researcher used Quantitative Research involved quantitative data. The population of the study were male and female students, both from secondary and higher secondary schools of Peshawar, Khyber Pukhtoonkhwa. Ages of the sample range from 13-18 years. According to Bureau of Statistics KP, there were 500900 students enrolled in secondary and higher schools in Peshawar in 2014. Out of which 25852 male students and 242388 female students were enrolled both in public and private sector. Researcher took 384 students as a sample which consist of nearly 10% of the population, according to Krejcie, R.V. & Morgan, D.W. (1970). The researcher did stratify random samplings. The stratification was done on the basis of age, school, gender. The sample consists of male and female students from private and public schools. Age wise sample was distributed in three groups i.e.13-14 yrs., 15-16 yrs. and 17-18 yrs. of age. 12 schools were selected for collection of data out of which 6 were private and 6 were public. Out of 384 students 124 male students and 153 female students were selected. 231 public school students and 153 private school students were selected by the researcher. The researcher used standardized tool, Bar- On EQi-Youth Version, taken from Multi Health Systems. It consists of 60 items lasting for 25 minutes. It is intended for 7-18 years of age. It is a widely used Emotional Intelligence measurement tool which targets primarily the youth. Bar On EQi-Youth Version consists of seven scales. These are: “interpersonal”, “intrapersonal”, “adaptability”, “stress management”, “general mood”, “positive impression” and overall Emotional Quotient.The test also includes an inconsistency index which checks the consistency of answers given by the students for analysis of data. The inventory contains the reliability test for both “interpersonal scale” (0.73) and “general mood skill” (0.90). The researcher used t-test and Pearson Product Correlation Coefficient for data analysis. All variables in this study were tested at the P=0.05 level of significance. Mean and standard deviated of the variable were also sought out. Pearson Product correlation co-efficient was also used to measure the strength and direction of the linear correlation between two variables which can range between + and –1. The Quantitative data from questionnaires were put into the SPSS software and analyzed with the help of version 17 of the package. The data was presented in tables and interpreted through the use of percentage, mean, standard deviation, t-tests and correlations. Regarding emotional intelligence and gender, the present study found no relationship between these two variables. Apart from this, no significant difference in emotional intelligence was found between male and female students with the p-value 0.86. For public and private schools, it was established that there is no major variation among Emotional Intelligence and educational institutions (Public, Private) with the p-value 0.49. The study found significant relationship between Emotional Intelligence and academic success. Significant relationship was found between students who secured 65% - 80% grades in their class performance and their overall Total EQ on Emotional Intelligence scales, with the p-value of 0.011. The mean difference of students with high scores was found greater than the mean of students with low scores. All Emotional Intelligence variables except interpersonal skills and stress management were found helpful in achieving academic success.