This study applied the theoretical frameworks of emotional and social intelligence to the development and implementation of an education program for elementary school children. The key component in strengthening emotional intelligence involves the correct identification and understanding of internal physiologically anchored emotional states and of the situations that elicit them. In contrast, the key component in strengthening social intelligence involves understanding of emotions, and therefore, both emotional and social intelligence are interdependently related. To enhance emotional and social intelligence, a year-long program consisting of five units (Listening, Feelings, Anger Management, Decision-Making, and Perspective-Taking) was devised and implemented in two third-grade classrooms in a suburban elementary school in the northeastern United States. The program was administered on a weekly basis and was under the supervision of a guidance counselor. The effectiveness of the program was assessed through a within-subject analysis of pre- and post-test measures of emotional identification, pro-social and anti-social responding, anger management strategies, and a teacher rating scale. Findings provide partial support the hypothesis that the program would enhance students' capacity to identify emotional states accurately. Findings, however, fail to support the hypothesis that participation would increase pro-social responding and reduce anti-social responding. (Contains 31 references.) (HTH)