Introduction: The present study examined the mediating role of academic engagement in the relationship between emotional intelligence and academic satisfaction when controlling for sociodemographic variables and other classic constructs such as conscientiousness and personality traits. Method: The sample included 203 university students (140 women, 63 men) from the University of Deusto, with ages ranging from 18 to 27 years. For the analysis, bootstrap methods were used to explore multiple mediator effects. Results: Results of the study revealed that emotional intelligence was positively associated with academic satisfaction in the sample of university students. Moreover, the final model showed total mediation of academic engagement in the relationship between emotional intelligence and academic satisfaction, even controlling for sociodemographic and personality trait variables. Conclusion: This study represents one of the first attempts to investigate the mediating effect of academic engagement in the relationship between emotional intelligence and academic satisfaction, controlling for sociodemographic variables and conscientiousness in a sample of university students. Our findings suggest an underlying process in the relationship between emotional intelligence and academic satisfaction. Finally, limitations of the results and implications for future research are discussed.