The effects of gender, grade point average (GPA), and ethnicity on emotional intelligence were examined using an inventory called the Emotional Intelligence Inventory Revised (M. Tapia and J. Burry-Stock, 1998) in this study. The inventory was completed by 319 students (162 boys, 157 girls) at a college preparatory bilingual school in Mexico City, and data were analyzed using a multivariate factorial model with 4 factors of Emotional Intelligence as dependent variables (empathy, utilization of feelings, handling relationships, and self-control). There was an overall significant main effect of gender and a significant two-way interaction of gender-GPA. The gender-GPA interaction was disordinal, and therefore the significant main effect was not further analyzed. The interaction was found to be significant for handling relationships and self-control. In handling relationships, GPA levels influenced male students. Male students in the 3.00 to 3.49 range scored lower than all other male students with GPAs greater than 2.00. In self-control, GPA levels influenced female students. Female students with a GPA of 3.5 to 4.0 scored significantly higher than all other female students with GPAs below 3.00. (Contains 4 tables and 21 references.) (Author/SLD)