Abstract. One of the factors that influence student's learning achievement is the instructional model used by teachers in mathematics learning. Most teachers still use conventional models with lecture methods in mathematics learning. This study aims to see the effects of learning models, emotional intelligence and the interaction between the two on mathematics learning achievement. The population in this research is all seventh grade students in karanganyar regency. This type of research is quasi expremental. The data analysis technique used is ANOVA with unequal cell. The results of the study show: i) students' mathematics learning achievement which is subject to NHT model is better than students subjected to conventional model, ii) Students' mathematics learning achievement with high emotional intelligence is better than students with moderate and low emotional intelligence, and students' mathematics learning achievement with Emotional intelligence is better than low emotional intelligence iii) in each learning model, Student learning achievement of mathematics with high emotional intelligence is better than students with moderate and low emotional intelligence and student achievement with moderate emotional intelligence is better than low emotional intelligence. In each category of emotional intelligence, students' mathematics learning achievement subject to the NHT model is better than that of students convicted by conventional models.