Emotional intelligence and goal orientation have received significant attention in the educational context due to their positive impact on learning outcomes. However, the underlying mechanisms through which these variables influence academic achievement have not been fully explored. This study aims to investigate the relationship among emotional intelligence, goal orientation and academic achievement using academic engagement as a mediator and academic procrastination as a moderator. To address this objective, a correlational research design was utilized. First-year undergraduate students enrolled at Wollo University during the 2023/2024 academic year were the target population. 1351 students were selected using stratified random sampling. The TEIQue-SF, Goal orientation scales, UWES-S and Academic procrastination scales were used to collect data. First semester Grade Point Average was used as a measure of academic achievement. Partial Least Squares Modeling was used to test the hypothesized relationship. The findings revealed significant direct positive effect of Trait EI and goal orientation on academic achievement. Academic engagement partial mediated the relation between Trait EI, goal orientation and academic achievement. Both passive and active academic procrastination significantly moderated the relationship between Trait EI and academic achievement, while passive procrastination moderated the relationship between goal orientation and academic achievement. These imply that the positive influence of Trait EI and goal orientation on academic achievement is strengthened by academic engagement and also depends on students’ procrastination habits. It is suggested that interventions that promote students’ EI skills, mastery and performance approach goals and students’ academic engagement need due attention to improve students’ academic achievement