In university settings, dysfunction in teamwork often challenges problem-based learning in IS projects. Researchers of IS Education have largely overlooked Team Emotional Intelligence (TEI), which offers a collective cognitive skill that may benefit the student learning experience. Hypothesized are four dimensions of emotional intelligence (EI) that influence perceived effectiveness in IS learning teams. This paper proposes a model that explains how these four dimensions influence perceived team effectiveness and how gender affects this relationship. A survey administered to 384 students resulting in 94 IS learning teams produced regression (and moderated regression) results showing that gender, along with two TEI dimensions (awareness and management of one's own emotion) predict team effectiveness. Significant results suggest gender differences in the relationship between a team member's awareness of his or her own emotions, management of others' emotions, and team effectiveness. These findings suggest IS educators should focus on targeted interventions that may help to foster the development of emotionally intelligent IS learning teams. Most prominently, gender plays an important role for emotional intelligence competencies, where differences exist in awareness of one's own emotions and management of others' emotions among student learning teams.