In this study, we investigated preservice mathematics teachers' growth and application of their emotional intelligence skills after participating in monthly social emotional learning (SEL) workshops for an academic year. SEL workshops were led by a local nonprofit specializing in universal prevention tools for systemic changes that benefit individuals and communities. We interviewed three preservice teachers who participated in all the workshops about their experiences with SEL skills in their personal lives, practicum experiences, and how they will use it in their future classrooms. We found the most common SEL competency areas they discussed were responsible decision making and social awareness. The undergraduate preservice mathematics teachers were clearly able to identify instances in both their personal and professional lives where they observed SEL skills being used. [For the complete proceedings, see ED657822.]