Previous research has linked emotional intelligence (EI) to academic performance, albeit mostly in primary and secondary education. This association is unclear for teacher education due to a lack of research, especially in Ghana. This quantitative study examined EI patterns in pre-service teachers at a Ghanaian university to extend previous research knowledge. Using closed-ended questionnaires, 291 participants from the University's recently formed teacher-training department provided data for a cross-sectional survey. The data were analyzed using descriptive statistics, independent samples t-tests, and correlations. The findings generally showed a significant connection between the participants' academic performance and their EI, except for two components (i.e., self-awareness and self-management). Therefore, the study suggested that teacher training institutions in Ghana should emphasize those components in the training curriculum.