Introduction: This study investigated the effects of provocation and emotional mastery programmes at fostering emotional intelligence of Nigerian adolescents. The study also aimed to establish whether gender will moderate the effects of the two techniques on emotional intelligence skills of adolescents. Method: The study employed a pretest-post-test control group design using a 3 x 2 factorial matrix. The simple random sampling procedure was used in selecting participants and assigning them to two treatments groups and the control group. A total of 270 participants taken among senior secondary school students in three randomly selected public secondary schools participated in the study. Data were collected using the Emotional Intelligence Scale (EIS). Analysis of covariance (ANCOVA) was employed for data analysis with significant level fixed at 0.05. Results: Findings from the study revealed that the treatments differentially and significantly affect participants' levels of emotional intelligence. Gender, as well as gender and treatment were found not to have any significant effects on participants; levels of emotional intelligence. Discussion: On the basis of the findings, the study advocated for the integration of emotional intelligence as school subject in secondary school curricular. (Contains 5 tables.)