This paper investigated the influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Two null hypotheses were generated and tested at 0.05 level of significance. "Emotional Intelligence Scale" (EIS) and "Attitude Towards Examination Scale" (ATES) were the instruments used to collect relevant data. The findings revealed that there was a significant correlation between emotional intelligence and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' emotional intelligence and attitude towards examination in Nigeria. It was therefore recommended, among others, that students should continue to cultivate the habit of developing high emotional intelligence as it would help them to develop positive attitude towards examination, effective leadership skills such as improved communication among peers and other people, less school and workplace conflict, better problem-solving skills and increased likelihood of promotions to greater heights.