Based on a single-group one-year long evaluation study with 1,625 gifted children aged from 225 schools in 15 cities, this article examines whether participation in a spiritual education program increases their emotional intelligence. Results showed that gifted children's emotional intelligence scores were higher post--spiritual education program (SEP) participation. Specifically, the post-test scores were higher for gifted children from European cities, US, Canadian, and Australian cities, Christian children, introverted gifted children, those who had undergone two or three sessions of the program and who regularly self-practiced. Results of the hierarchical regression analysis showed that the most significant predictor of the post-test emotional intelligence scale scores of the gifted children was self-practice. The study foregrounds the need for a nuanced view of city contexts, gender, form of giftedness, and observed personality trait of gifted children, with the critical requirement of self-engagement through self-practice, in planning SEPs aimed at improving their emotional intelligence.