Studies that have observed emotional competencies in gifted children with high abilities have offered contradictory results (Patty, Brackett, Ferrándiz & Ferrando 2011). While some authors indicate that subjects with high abilities have greater emotional intelligence (EI) than normal subjects, others claim that they have greater emotional adjustment problems. The objective of this study was to empirically prove whether there are statistically significan differences in EI levels between subjects with high abilities and normal students. To examine the EI levels of the subjects, the MEIT skill test was answered by a sample of 226 students ages 8 to 12 (28 with high abilities and 198 normal students from the Province of Castellón). Using a T-test for two independent samples, it can be ob served that the group with high capacities has a statistically significant higher mean in total EI, management and perception of emotions. However, the differences found in understanding emotions has not been statistically significant. Our data indicate that students with high abilities score higher in EI than normal students and, therefore, show a greater ability to perceive and manage emotions. For future research, it would be interesting to perform a longitudinal study to see if these differences vary with age.