This study aimed to reveal the differences between the emotional intelligence and communication skills of the teacher candidates who were students in the music education department and other departments in the faculty of education by examining the possible effects of some variables. The sample was determined by the convenience sampling method and 315 undergraduate students studying at the Bursa Uludağ University Faculty of Education were selected. The data were collected by the Personal Information Form, Schutte Emotional Intelligence Scale, and Effective Communication Skills Scale. The data were analyzed by performing t-tests, ANOVA, and Pearson correlation coefficients. The results showed that significant differences were found between the gender and emotional intelligence of the students in the music education department in the sub- dimension of ‘optimism/mood regulation’ and between effective communication skills language and gender in the sub-dimensions of “ego-enhancing language”, ‘active/participatory listening’, ‘empathy’ and ‘I language’ in favor of female students. No difference was found between the emotional intelligence and effective communication skills of the students in the music education department in terms of their years of study. While no significant difference was observed between the students in the music education department and students in other departments in terms of emotional intelligence scores, a significant difference in favor of the music education students in the sub-dimensions of 'active/participatory listening', 'self- awareness/disclosure' and 'empathy'. In addition, a significant correlation was found between effective communication and emotional intelligence.