Emotional intelligence and self-esteem are the new, revolutionary approaches in the teaching-learning context. By handling the emotions, we can contribute in our enlightened life in general and particularly for our success in an academic domain. Assuming the importance of teacher as a nucleus, the current research was designed to measure the role of emotional intelligence and self-esteem in relation with the academic performance among students at IUB. By using convenient sampling technique, a sample of (N=100) students were taken from diversified disciplines. For data collection, Self-Report Measure of Emotional Intelligence (SRMEI, 2010) developed by ©Rizwana & Anila Kamal (2010) was used. The second instrument used was ©Rosenberg Self-Esteem Scale (RSES, 1965) using SPSS. To analyze the research hypotheses, Analysis of Variance (F-test), Regression Co-efficient (Beta values) & T-test were applied. The regression model summary of science students revealed that the academic achievement of these students is highly dependent on both independent variables. Emotional intelligence and self-esteem do affect a variation of 71.2% variation towards their academic achievement. Similarly, the arts students’ regression model summary indicates that the academic achievement is slightly dependent on both the independent variables. It highlights 9.1% proportion of the variation in academic achievement due to emotional intelligence and self-esteem. Hence, it is concluded that academic achievement is significantly associated with the different levels of emotional intelligence and self-esteem among these students.