This study investigated the role of microcredentials in the perceived development of educator social and emotional competence and self-efficacy to deliver social and emotional instruction. While there is substantial literature regarding the benefits of social and emotional learning (SEL) for students, there is a gap in how to develop the competencies in educators and how to best prepare them to provide SEL instruction. In this qualitative analysis, semistructured interviews were used to explore the experiences of educators who have earned an SEL microcredential. Participants were a homogenous sample of educators who have received a school division's SEL microcredential. The transcribed data were coded and categorized to develop a theory grounded in their perspectives. Three categories emerged from the data: (a) increased intentionality of SEL, (b) increased professional competence regarding SEL, and (c) improved SEL skills. The results supported the theme that the SEL microcredential process promotes a reciprocal virtuous cycle among the three categories. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]