Emotional intelligence, is defined as the ability to recognise and respond appropriately to emotions in oneself and others and is especially important within nursing and midwifery professions, where well-developed interpersonal communication skills are required. However, nursing and midwifery students' understanding and experiences of emotional intelligence within their theoretical learning and clinical practice are poorly understood. To explore nursing and midwifery students' understanding and experiences of emotional intelligence in their undergraduate program. Semi-structured interviews were conducted with final year Bachelor of Nursing and final year Bachelor of Nursing and Bachelor of Midwifery students enrolled at an Australian University. The sample estimate was 6-10 participants. All data were recorded, professionally transcribed verbatim and underwent thematic analysis. Interviews with seven participants were conducted. Three themes emerged: Emotional intelligence and undergraduate studies, ' Emotional intelligence and the clinical environment, '; and Emotional intelligence and patient care, ' These themes revealed the impact of emotions and subsequent behaviours on students' theoretical learning and clinical practice. The impact of emotions and subsequent behaviours on students' theoretical learning and clinical practice was significant. Students' often felt ill-prepared to portray emotional intelligence, particularly within the clinical environment. Explicitly fostering emotional intelligence in undergraduate nursing and midwifery curricula may better equip students to deal with the emotional complexities of both their theoretical learning and clinical practice. This study provided valuable insights into nursing and midwifery students' understanding and experiences of emotional intelligence.