Emotion plays an important role in establishing camaraderie and helps deal with situations that test an individual’s patience. However, for students, classroom environment together with peer-pressure and on-the-job training increases the chance of getting stressed. Maturity and stability has been differentiated to provide better alternatives to increasing risks of being unable to cope with difficult situations. While it is believed that emotional stability leads to emotional maturity, this common view is to be tested in different areas: self-collected; determined; calm; average; sensitive; feisty; and neurotic. Emotional maturity on the other hand, is measured as: sign of good emotional maturity; sign of having hindrances if they fail to address issues; sign of having troubles in life. Descriptive survey research methodology is used, specifically the correlation study, since it attempts to establish the perceived difference between the emotional stability and emotional maturity. The level of emotional stability is measured using the 30-item Emotional Stability Questionnaire (ESQ), emotional maturity is measured using the 20-item Emotional Maturity Questionnaire (EMQ). As far as emotional stability is concerned that existed among the fourth year students, these traits are being average, calm and sensitive. Twenty-five of the respondents are manifesting a good sign of emotional maturity, having standard deviation of 4.43 in the test. Having a ttest value of -2.9304 at 62 degrees of freedom and a p-value lower than 0.05 (P=0.0047), there is a significant difference that existed between the respondents’ perceived level of emotional stability and their perceived level of emotional maturity.