The purpose of this quantitative correlational-predictive study was to determine if and to what extent Online Full Time Faculty's (OFTF) Emotional Intelligence (EI) Self-Perception, Self-Expression, Interpersonal, Decision Making, and Stress Management, individually and combined, predicted Online Student Success in an online higher education program in Phoenix, Arizona. The theoretical foundations supporting the study included social intelligence by Thorndike, the Bar-On model, and the Community of Inquiry (CoI) framework. The research question for the study was designed to address the problem space in the literature research related to OFTF EI and Student Success. Participants were OFTF (N = 55) teaching in a higher education online program and EI scores were measured using the EQ-i 2.0 self-assessment. In addition, OFTF participants completed a 4-question demographic survey, and archival data was used for Online Student Success. A standard multiple regression was used to analyze the hypotheses. Decision Making, in the presence of the other variables, verged on significance with a p-value of .051. Based on the findings from this study and existing literature, academic leaders at higher education institutions should consider EI training as a useful tool to empower faculty with EI awareness and strategies to engage with online students striving for academic success in an online environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]