The relationship between Emotional Intelligence (EI) and Academic Performance, although investigated in previous studies, has failed to yield consistent findings raising the need for further study. The purpose of this study is to further illuminate the link between EI and student scholastic achievements, closing the gap in the extant literature. Furthermore, the gender differences were investigated in regard to possible differences of EI and its facets and their respective relationship to performance. The 30-item Likert scale questionnaire used, was completed close to 600 university students who were asked to respond to the 30 EI-related questions and report their GPA, both the actual and the one they perceived they deserved. A regression analysis was used to determine the explaining power of EI over the student performance. The results indicate that there is a statistically significant relationship between EI, overall as well as two of its facets with academic performance. Furthermore, gender differences were also found in self-control and emotionality. The implications of this study for educators and academic policy makers are considerable, since the systematic fostering of EI in students could lead to greater educational outcomes and more effective institutions.