This study explored the relationships between emotional intelligence, locus of control, and self-efficacy among gifted and talented students participating in a two week long summer educational program. Results revealed statistically significant correlations between these variables. Gender was found to moderate the relationships. The study also measured the impact that the summer program's deliberate social psychological design framework had on student's emotional intelligence. Mean averages on posttest measurements of emotional intelligence were significantly higher than pretest measurements. Results of this study allude to the theoretical and practical implications for strategically integrating mechanisms that foster of development of emotional intelligence among gifted and talented students. (Contains 5 tables.)