The purpose of this cross-sectional study was to investigate the frequency of which athletic training students demonstrate behaviors associated with emotional intelligence skills. This study also examined the EI skill demonstration compared to normative sample data, as well as the impact of age, gender, grade point average, and clinical experience hours have on emotional intelligence skills. Emotional intelligence skills were assessed using the Genos Emotional Intelligence Inventory. This study sampled 658 undergraduate and graduate athletic training students enrolled in an accredited professional athletic training program. There was no difference in EI skills between undergraduate and graduate athletic training students. Females demonstrate higher EI skills compared to their male peers. EI skills were inconsistent with normative data, with athletic training students frequently demonstrating lower EI skills compared to the normative data. Athletic training students with more than 500 clinical experience hours demonstrated significantly higher EI skills compared to peers with fewer than 500 hours. Athletic training students demonstrate less EI skills directly associated emotional self-awareness, emotional reasoning, emotional management of others, and interpersonal behaviors. This study was the first to measure how often athletic training students demonstrate behaviors associated with emotional intelligence. The results of this study provide important insight into the emotional and social development of undergraduate and graduate athletic training students. The results of this study also provide educators important data regarding the emotional and social development of their students. These finding indicate that educators and program administrators should consider strategic EI skill development early in the professional development of a student.