This research study explores students’ perceptions of the impact of an emotionally intelligent tutor in online teaching and learning. Conducted at a university in northern England, it employs a unique qualitative synergistic phenomenological approach with semi-structured interviews for data collection. Analysis revealed the significance of tutor EI for female online students, identifying four key themes: emotionally intelligent tutors provide encouragement and support, foster interpersonal relationships, remain approachable despite remote access, and demonstrate concern for the students’ welfare. Participants reported that their emotionally intelligent tutor positively influenced their engagement and academic outcomes. The findings underscore the need for reflective, EI-informed pedagogic tutor practices to enhance student engagement in virtual classrooms. The study recommends incorporating EI training into higher education tutor professional development programs and institutional support for ongoing improvements in tutor EI, particularly in online teaching. It also discusses the study’s implications, limitations, and directions for future research.