The problem was that Historically Black Colleges/Universities (HBCU) stakeholders must observe ways that student support professionals increases organizational effectiveness, for there is a need to understand the correlation of emotional intelligence (EI) and job satisfaction. The purpose of this quantitative, causal-comparative study was to investigate views useful to EI and job satisfaction among student support personnel at four public HBCUs. Data collection involved completing online surveys. A total of 83 participants responded to the survey request. Among the 83 participants, 66% (n = 55) had responded to all the survey items. A Pearson product-moment correlation was used to first determine if there was any relationship between the EI predictors and the job satisfaction outcome variables simultaneously. Results indicated there was no significant correlation between Overall Emotional Intelligence rating and Overall Job Satisfaction rating. The Pearson coefficient of 0.111 indicated that there was a very weak positive correlation between EI and job satisfaction. The data of this study gave an understanding of the correlation among student support personnel's EI and job satisfaction and revealed that if such constructs impacted employee's work performance, they, consequently, increased student retention. Further, this study was used to expand research literature and provide leadership with a vision to develop an effective method for improved employee satisfaction and customer service. This study can guide other HBCU colleges and universities, predominately White institutions (PWIs), and any other workforce industries. Future research would benefit from investigating the relationship between EI and job satisfaction among student support staff at HBCUs more systematically by expanding to other higher education departments, other public and private HBCUs and PWIs, and 2-year community colleges in other states, domestically and internationally, with an increased sample size. [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.]