This study was conducted to better understand fieldwork educators’ perceptions of Level II students’ emotional intelligence (EI) and its impact on fieldwork performance. The findings contribute to the greater body of knowledge by providing awareness of EI so that fieldwork educators and students may be more informed about its value in fieldwork. Five fieldwork educators from various practice settings participated in a two-hour focus group (Hollis, Openshaw, & Goble, 2002). Based on common theories, EI can be defined as a “set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective way” (Stein & Book, 2011, p. 13). Emotional intelligence is divided into five main categories to serve as a foundation for the discussion. These categories included: self-regulation, motivation, empathy, self-awareness, and social skills (Gutman, McCreedy, & Heisler, 1998). The participants’ responses were analyzed, resulting in three categories: aspects of EI, the impact that EI has on student development in various practice settings, and growth of students’ EI that stems from feedback from fieldwork educators and application to Level II fieldwork. The fieldwork educators suggested that communication, personal experiences, and opportunities to independently practice were the variables they found to have the most influence on students’ EI growth. Continuing research and education on EI are essential for the profession of occupational therapy and the fieldwork experiences of students as they work to become entry-level practitioners.