I assessed the effect of the dimensions of emotionalized learning experiences on the social competence of 3 intact groups of BBA students. Each group was taught the affective course, Reinvent Yourself, by a different teaching method. There was a significant effect of the dimensions on students' social competence, particularly with regard to the subscale, social skills. Also, the emotional setting for learning made the greatest contribution towards students' overall social competence. It was concluded that not so much the teaching methods, as the affective course and dimensions of emotionalized learning experiences promote social competence in Pakistan's bachelor's students.