Future educational professionals should possess both the academic and personal skills needed for resilience. These future professionals will face difficult situations, and the development of skills such as resilience is an important part of their training. The primary objective of this research paper is to study and analyze the links between the emotional intelligence, resilience, and personalities of undergraduates studying for different degrees in educational sciences. A quantitative analysis was performed with a non-experimental, descriptive, comparative, and correlational design. The sample results show above-average levels in all three dimensions, with resilience exhibiting the highest values. Regarding the influence of gender, males presented a higher level of resilience than females, while females tended to exhibit higher levels of spirituality. University students who studied physical activity and sport sciences were found to be more resilient and to have higher weighted emotional intelligence scores than students with other educational science degrees. Emotional clarity and repair corresponded directly with the subjects’ age. Emotional intelligence was positively correlated with repair, highlighting this variable as fundamental to resilience.