Success in higher education is viewed as an effective way of enhancing employability by the youth. This study focussed on examining the impact of high school students' study process, gender, and emotional intelligence (EI) to their academic performances. Hundred and fifteen (third year) high school students (52 girls, and 63 boys) were randomly selected from three high schools in Zlin, Czech Republic. Emotional intelligence of the respondents was measured through Genos EI Inventory. Respondents' study process was assessed through the 'revised two-factor Study Process Questionnaire' of Biggs et al. Academic performance of the students was assessed based on their examination results. SPSS computer software was employed for the descriptive and inferential analysis of data. Study Approaches, Study Motives, and Study Strategies adopted by the respondents were assessed. Relationships were tested between the respondents' gender, age, EI and academic performances. The mediating effects of study approaches to the aforementioned relationships were examined. Findings revealed a positive relationship between the gender of respondents and their academic performances. High school girls had adopted deeper study approaches and their academic performances were superior to boys. EI had no significant relationship with the academic performances of the respondents. The surface study approach had a negative relationship with the academic performances of the respondents. The deep study approach did not have a relationship with the academic performances of students. The surface study approach had a mediating effect to the relationship between the gender and academic performances of high school students. Further research is recommended on varying socio-cultural contexts, and demographic segments.