The study was carried out to investigate the relationship among emotional intelligence, prosocial behavior and academic achievement of first year undergraduate students of institute of teacher education and behavioral science in Wollo University. To achieve this, objectives were set and tried to investigate the level of and the relationship among emotional intelligence, prosocial behavior and academic achievement of students. In addition, it tried to identify whether emotional intelligence and prosocial behavior predicts academic achievement. Furthermore, the study investigated whether the level of emotional intelligence, prosocial behavior and academic achievement of the students differ by gender. To achieve these data were gathered from 111 sample students from 4 department of institute of teacher education and behavioral science using self-report instruments. However students’ grade point average was taken from registrar of institute of teacher education and behavioral science. The questionnaire encompasses 3 types of instruments. These are instrument for gathering general back ground information, instrument measure emotional intelligence and instrument measures prosocial behavior of the students. The questionnaire was administered to 111 (m=50, F= 53) using stratified random sampling from 4 departments of institute of teacher education and behavioral science. The stratification was based on sex. The collected data were analyzed using both descriptive and inferential statistics. As the result of the study indicated majority of the students have high emotional intelligence, prosocial behavior and academic achievement. On the other hand, there was statistically significant positive relationship between emotional intelligence and prosocial behavior. However, it was found that there was no relationship between emotional intelligence and academic achievement and also there was a statistically significant negative relationship between prosocial behavior and academic achievement of students. Accordingly, there was statistically significant negative contribution of prosocial behavior to student’s academic achievement. However, there was no contribution of emotional intelligence to academic achievement of students and emotional intelligence did not predict student’s academic achievement. Besides, there was no gender difference in emotional intelligence and prosocial behavior. However, there was statistically significant difference between male and female students in academic achievement and male students exceed female counterparts in general levels of academic achievement. The researcher forwarded recommendations for concerned bodies. For instance studies should be conducted in this topic by local researchers to promote emotional intelligence and prosocial behavior in higher institutions and to make decisions by concerned body. In addition, attention should be given for emotional intelligence to promote students helping behaviors and instructors of higher institutions should promote emotional intelligence and prosocial behavior in the class room and the whole teaching learning process. Above all, awareness raising works concerning the importances of emotional intelligence and prosocial behavior should be given to concerned bodies like family, school community and community based organizations.