The goal of this study was to determine the efficacy of an educational intervention program to improve emotion knowledge, emotion regulation, and social competence in 2-year-old Spanish children. This study makes two original contributions because there are no validated education programs for such young children and because it aims to show how an intervention focused on emotion-related aspects affects children's social competence. The pilot study was conducted on 57 Spanish 2-year-olds divided into an experimental group (n = 38) and a control group (n = 19). The children were assessed for overall development, emotion knowledge, emotion regulation, and social competence before and after the intervention. The program was carried out in the classroom in 30-min weekly sessions over a 6-month period. The findings showed significant progress in emotion knowledge and social competence as well as slight progress in emotion regulation. Practice or Policy: Our results show that emotions should be part of the curriculum starting in early childhood. On the one hand, 2-year-olds can benefit from planned interventions that improve social competence through emotion knowledge. On the other hand, 24 months is developmentally speaking the perfect age to start acquiring emotion knowledge through the simplest components. (author abstract)