Emotional intelligence (EQ) is a strong indicator of student academic success. Researchers have demonstrated knowledge of the usage of EQ applications by the K-12 student population but have not established significant findings with the student population beyond high school. The problem was that it was unknown whether the post secondary student population knew about EQ applications and what would characterize the motivation to use or not use these applications. The purpose of this basic qualitative study was to investigate post secondary student awareness of and use of EQ applications in the Southern region of the United States. The conceptual framework for this study was the technology acceptance model because this model emphasizes that perceived usefulness and perceived ease of use motivate the actual use of technology. Qualitative interviews were used with 10 first- and second-year post secondary student volunteer participants to explore the research questions about the usefulness, ease of use, and motivation to use EQ applications for post secondary students. Open coding led to five themes: (a) students find EQ applications less useful than favorites, (b) students believe EQ applications can be useful under certain circumstances, (c) students have certain criteria for ease of use, (d) students are motivated to use EQ applications for specific reasons and, (e) students currently were not motivated to use EQ applications. Positive social change may occur with increased awareness and integration of EQ application usage by campus mental health services which may lead to more balanced mental health and overall student success for post secondary students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]