Abstract: In the macro context of improving the quality of higher education, exploring the impact and mechanism of teachers' emotional teaching skills on students' sense of gain is of positive significance for optimizing teaching practices. The exploration of the educational value of teachers' emotional teaching skills and the demand for enhancing college students' sense of gain together constitute the core topic of this study. This study surveyed 2, 299 college students using an adapted Emotional Teaching Skills Questionnaire, Perceived Campus Climate Questionnaire, Emotional Sensitivity Questionnaire, and Sense of Gain Questionnaire. The results show that teachers' emotional teaching skills have a significant positive predictive effect on students' sense of gain; perceived campus climate plays a mediating role in this relationship; and emotional sensitivity moderates both the direct path and the first half of the mediating chain "emotional teaching skills → perceived campus climate → sense of gain." The study suggests that while using emotional teaching to enhance students' sense of gain, colleges should also pay attention to optimizing the campus climate and cultivating core emotional abilities such as students' emotional sensitivity.