This survey-correlational research was conducted to investigate the influence of learning environment, emotional intelligence quotient, and logical operations skills to the performance of freshman students in College Algebra at Iloilo State College of Fisheries System. The respondents of the study were the 217 randomly selected freshman students taking Mathematics III (College Algebra ) during the first semester of the academic year 2011- 2012 in Iloilo State College of Fisheries System. The data gathering instruments were: Learning Environment Inventory, Emotional Intelligence Quotient Questionnaire, Test in Logical Operations, and College Algebra Test. The study revealed that student involvement was the most dominant observed characteristic in the learning environment of College Algebra classes among freshman students while other components such as instructional effectiveness, teacher-student relationship, task orientation, students’ collaboration, and classroom structure were the dominant characteristics in the College Algebra classes. As a whole, the freshman students had average level of emotional intelligence quotient, and when areas of emotional intelligence were considered, the students were high in handling relationships and self regulation but average in self-motivation, empathy, and self awareness. Furthermore, the freshman students as a whole had average skills in logical operations. Students exhibited high skills in logical multiplication and low skills in correlational thinking. Generally, they had average performance in College Algebra. Moreover, there were significant differences in their performance in College Algebra when the students were grouped according to the observed characteristics in the learning environment in terms of instructional effectiveness, teacher-student relationships, task orientation, and classroom structure in favor of those who considered these characteristics as most dominant. Similarly, significant differences in students’ performance were found when self-awareness, self-motivation, and handling relationship were taken into account. Students who were high in self-awareness, self motivation, and handling relationships had higher performance than those who were low in these areas of emotional intelligence. When students were grouped according to their skills in classification, seriation, logical multiplication, compensation, ratio and proportional thinking, and probability thinking, significant differences in their performance were noted. Results further showed that in terms of learning environment--classroom structure, instructional effectiveness, and task orientation; in terms of emotional intelligence--self-awareness and self-motivation; and in terms of logical operations--classification, seriation, compensation, and probability thinking made significant contributions to the prediction of the performance of the freshman students in College Algebra. Correspondingly, the respondents confirmed the influences of these predictors as reflected in their performance in College Algebra.