The preceding article (Clarke, 2010) examines an important and interesting question; that is, under what conditions can learning contribute to the development of emotional intelligence (EI)? Despite the controversy surrounding the definition and construct of EI, its prevalence for the human resources development (HRD) field and its implications for HRD professionals have been hard to deny. Nafukho (2009), in a recent review of EI research, concluded that because HRD is a field that emphasizes learning to improve performance at individual, team, and organizational levels, it is imperative that HRD professionals understand how to develop EI to improve performance. This article presents a literature review that is comprehensive without being exhaustive, and appropriately focuses on information pertaining to EI development through learning interventions. Although Nafukho acknowledges the multiple conceptualizations of EI as ability, competency, skill, or mixed models, Clarke appropriately narrows the focus to ability measures as the best-developed construct for studying EI. In this article, the authors' reactions will be divided into three sections: (a) conceptual issues; (b) methodological issues; and (c) final thoughts. Their comments here are not presented as a critique for this study, but serve to point out factors to consider for the benefits of future research.