The study intended to examine how Emotional Intelligence (EI) and Self-directed Learning influence Student Learning Outcomes in Physical Education and their Performance in PE. Specifically, it sought to find out the students level of emotional intelligence (EI), self-directed learning, learning outcomes, and students’ performance in PE. To test the significant effect between Emotional Intelligence (EI) on Student Learning Outcomes and student performance as well as the significant effect between Self-directed learning and outcomes. This study employed a pure descriptive quantitative research design to gather data and address the parameters defined in the study. The study includes a sample of all first-year college students from diverse educational institutions participating in Physical Education programs during the First Semester of the school year 2023-2024. The study involved random sampling, that represent the broader population. The research employed a self-made survey questionnaire that is well-established and validated. The researcher used mean, standard deviation and pearson-r correlation as appropriate statistical tools to analyze and interpret the data gathered. The findings of the study were the following: The respondent’s level of Emotional Intelligence (EI) was to a very great extent. The mean level of respondent’s self-directed learning was to a very great extent. Also, the status of the students learning outcomes was to a very great extent. In addition, the student Performance during the 1st Sem in P.E revealing a predominantly excellent performance level, with a significant majority achieving scores within the "Excellent" range. As to emotional Intelligence (EI) on the students’ learning outcomes, a significant relationship was found. Moreover, in terms of self-directed learning on the students’ learning outcomes, a significant relationship was found lastly, a significant effect was found between emotional intelligence and self-directed learning on the Student s’ performance. On the basis of the foregoing findings, the following conclusion was drawn. As to emotional Intelligence (EI), emotional self-directed learning, and emotional intelligence and self-directed learning on the Student s’ Performance, a significant relationship was found, thus rejecting all the hypothesis. The complexity of student emotion toward learnings were influenced by various factors like socio-economic background, prior education, motivation, and cultural differences. Based on the conclusions drawn resulted to the following recommendations. For teachers implementing strategies to enhance emotional intelligence and promote self-directed learning in the classroom can significantly benefit students' academic performance and overall well-being. Incorporating SEL practices, such as mindfulness exercises and collaborative learning activities, can help create a positive and supportive learning environment conducive to student growth and development. For Students embracing opportunities to develop emotional intelligence and self-directed learning skills can lead to greater academic success and personal fulfillment. By actively engaging in activities that promote self-awareness, goal-setting, and reflection, students can cultivate the necessary competencies to navigate academic challenges and thrive in their educational journey.