Most undergraduate students in universities are in the young adulthood stage of development, in which intimate relationships are part of key tasks. Central to intimate relationships are emotions, which play a crucial role in determining whether a relationship flourishes or decays. Capacity to manage emotions of self and others-also known as social-emotional intelligence-powered by its dimensions; emotional perception, utilization, and management of self and others-has been found to enhance individual capacity to relate with others, enhancing the possibilities of experiencing relationship satisfaction. However, most past studies have recorded inconsistent social-emotional intelligence (SEI) levels, gender-based differences, and context have differed from that of intimate relationships. The study was an attempt to investigate if there are significant gender differences in social-emotional intelligence in a sample of (n = 399) undergraduate students in universities engaged in intimate relationships in Nairobi County, Kenya. A survey design was used, and multistage sampling was used to select 234 female and 186 male students. Analysis of the data indicate moderate levels of social-emotional intelligence among undergraduate students in intimate relationships. The emotional perception dimension of social-emotional intelligence shows a statistically significant difference between the genders. However, the study findings reveal that gender should not be a deterrent when exposing students to social-emotional learning.