Background <p>Emotional intelligence (EI) is increasingly recognized as a critical competency in health professions education, influencing students’ ability to manage stress, engage in effective teamwork, and develop leadership capacity. Despite its importance, the integration of EI into health sciences curricula remains inconsistent, particularly within rapidly evolving educational contexts such as those shaped by Saudi Vision 2030. Limited qualitative evidence exists exploring how EI is experienced and applied by health sciences students in relation to academic success and leadership development.</p> Objective <p>This study aimed to explore the role of emotional intelligence in shaping academic success and leadership development among undergraduate health sciences students at a public university in Saudi Arabia.</p> Methods <p>A qualitative descriptive design, informed by a pragmatic epistemological approach, was employed. Data were collected through semi-structured, in-depth interviews with 24 purposively selected undergraduate students from multiple health sciences disciplines. Interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis as outlined by Virginia Braun and Victoria Clarke. Rigor ensured trustworthiness, including credibility, dependability, transferability, and confirmability.</p> Results <p>Five interrelated themes were identified: (1) EI as self-awareness and emotional regulation, (2) EI as a mechanism for managing academic stress, (3) EI in interpersonal relationships and teamwork, (4) EI as the foundation of leadership development, and (5) the educational environment and institutional gap. Emotional intelligence has increasingly been recognized as a vital competency that students can develop over time, playing a significant role in helping them navigate academic challenges, cultivate strong interpersonal relationships, work effectively within teams, and prepare for leadership roles. Emotional intelligence is found to be not just an inherent trait; it can develop through reflective learning and a variety of educational experiences, emphasizing the importance of deliberately nurturing emotional intelligence in educational settings, motivating students to actively participate in their personal and academic development.</p> Conclusion <p>EI plays a pivotal role in supporting academic success and leadership development among health sciences students, yet remains insufficiently embedded within formal education. Integrating EI into health sciences curricula through structured, experiential, and contextually relevant approaches is essential to align educational practice with competency-based reform goals.</p>