While prior literature has examined the EQ of accounting students and Chinese business student limited research has examined both. This paper examines the self-reported emotional intelligence scores of accounting majors, undergraduate and graduate, at a Chinese university and compares these scores with their parents’ assessment. Our findings suggest that Chinese accounting students have high EQ. Further, the parents’ perceptions of EQ is significant in the determination of the EQ score. This finding is consistent with Goleman’s (1998) comments and has implications for any organization that uses an emotional intelligence instrument as part of the evaluation process.