This study measures the impact of targeted interventions on the emotional intelligence of aspiring principals. The interventions utilized were designed by Nelson and Low (2011) to increase emotionally intelligent leadership skills in the following six areas: social awareness/active listening; anxiety management; decision making; appropriate use of assertive behaviors; time management; and commitment ethic. Data were collected from 31 students enrolled in a leadership preparation program at a public university in Texas. Utilizing a pre-test/post-test design, analyses of covariance were employed to measure the impact of targeted interventions on emotional intelligence scores as measured by the Emotional Skills Assessment Process (Nelson & Low, 2011). The results of these analyses indicate that the interventions employed for social awareness and time management resulted in a statistically significant gain for students who received the intervention as compared with those in the control group. Implications are discussed.