This study examined the influence of emotional intelligence on the learning practices of college students in a private non-sectarian college in Panabo City. A total of ninety-five (95) college students participated through total population sampling. A quantitative–predictive research design was employed, and data were analyzed using weighted means, standard deviations, Pearson correlations, and multiple regression at the 0.05 level of significance. Findings revealed that the students demonstrated a high level of emotional intelligence across all dimensions, particularly in managing relationships, self-awareness, empathy, self-regulation, and self-motivation. The students' learning practices were also found to be high, with deep and strategic learning emerging as the strongest dimensions, while surface learning was comparatively lower. Results further showed that emotional intelligence was significantly related to students' learning practices. However, while the combined emotional intelligence dimensions significantly predicted learning practices, none of the individual dimensions did so when taken alone. This indicated that emotional intelligence functions as a collective construct in influencing students' learning practices rather than through a single dominant dimension. These findings suggested that students' academic engagement and learning behaviors were strongly influenced by the integration of emotional competencies rather than isolated emotional skills. It is recommended that the institution strengthen programs and interventions that enhance students' emotional intelligence as a holistic construct, with emphasis on activities that develop self-awareness, emotional regulation, empathy, motivation, and relationship management to further improve students' learning practices and academic outcomes in higher education settings.