The current investigation examines the emotional intelligence of prospective secondary school teachers, specifically in relation to their academic achievement, across five key dimensions: self-awareness, self-regulation, self-motivation, empathy, and social skills, and overall emotional intelligence. A random sample of 1113 pre-service secondary school teachers were drawn from various teachers' training institutions across six districts in Himachal Pradesh. Data were collected using the researcher-developed and standardised Emotional Intelligence Scale, and academic achievement was evaluated in terms of graduation grades. The data was analysed using a Two-way Analysis of Variance (ANOVA), which revealed that academic achievement had no significant effect on five dimensions of emotional intelligence.