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The term achievement motivation may be defined by independently considering the words achievement and motivation. Achievement refers to competence (a condition or quality of effectiveness, ability, sufficiency, or success). Motivation refers to the energization (instigation) and direction (aim) of behavior. Thus, achievement motivation may be defined as the energization and direction of competence- relevant behavior or why and how people strive toward competence (success) and away from incompetence. Research on achievement motivation has a long and distinguished history. In fact, researchers have focused on achievement motivation concepts since the emergence of psychology as a scientific discipline (i.e., the late 1800s), when William James offered speculation regarding how competence strivings are linked to self-evaluation. Achievement motivation is currently a highly active area of research, particularly in the fields of educational psychology, sport and exercise psychology, industrial/organizational psychology, developmental psychology, and social-personality psychology. Achievement motivation research is conducted both in the experimental laboratory (where variables are typically manipulated) and in real-world achievement situations such as the classroom, the workplace, and the ball field (where variables are typically measured). The task of achievement motivation by researchers is to explain and predict any and all behavior that involves the concept of competence. Importantly, their task is not to explain and predict any and all behavior that takes place in achievement situations. Much behavior that takes place in achievement situations has little or nothing to do with competence; limiting the achievement motivation literature to behavior involving competence is necessary for the literature to have coherence and structure. That being said, competence concerns and strivings are ubiquitous in daily life and are present in many situations not typically considered achievement situations. Examples include the following: a recreational gardener striving to grow the perfect orchid, a teenager seeking to become a better conversationalist, a politician working to become the most powerful leader in her state, and an elderly person concerned about losing his or her skills and abilities. Thus, the study of achievement motivation is quite a broad endeavor. Emotional Intelligence is most often defined as the ability to perceive, use, understand, manage and handle emotions. Children with high emotional intelligence can recognize their own emotions and those of others, use emotional information to guide thinking and behavior, discern between different feelings and label them.Many different achievement motivation variables have been studied over the years. Prominent among these variables are the following: achievement aspirations (the performance level one desires to reach or avoid not reaching; see research by Kurt Lewin, Ferdinand Hoppe), achievement needs/motives (general, emotion-based dispositions toward success and failure; see research by David McClelland, John Atkinson), test anxiety (worry and nervousness about the possibility of poor performance; see research by Charles Spielberger, Martin Covington), achievement attributions (beliefs about the cause of success and failure; see research by Bernard Weiner, Heinz Heckhausen), achievement goals (representations of success or failure outcome In this context the purpose of the study was to investigate A Study on Achievement motivation and Emotional Intelligence among Secondary school students . The study also aimed to find out the co relation between the variables of the study. The study has been carried on students who were studying in 9th standard in the schools of city of Mysore. The sample of the study consisted of 100 male and female students. The data was collected by applying tools: Mangal Emotional Intelligence Inventory to measure the emotional intelligence of the secondary school students and V P Bhargava Achievement Motivation test to measure the Achievement Motivation of the secondary school students. The result shown that, There is a significant difference between the Achievement Motivation of male and female secondary school students, There is a significant difference between the Emotional Intelligence of male and female secondary school students and There is a positive insignificant relationship between the Achievement Motivation and Emotional Intelligence of secondary school students.