The K-12 education system in the United States is rife with debate about what content should be taught and about how students' achievement with that content should be measured. While much of the public discourse focuses on traditional academic areas such as literacy and math, increasingly, educators are understanding that social and emotional learning (SEL) is a critical element of students' school experiences and of their preparedness for life after graduation. Also called non-cognitive skills, SEL typically includes explicit, systematic instruction on the management of emotions, relationships, and decision-making, as well as teaching techniques that are integrated throughout all instruction. An increasing number of schools and districts are experimenting with SEL programming. This qualitative study used a case study approach to investigate an often-overlooked aspect of successful SEL programming: the teachers who are tasked with implementing it. Specifically, the study considered the sense-making of teachers at one high-poverty, pre-kindergarten through eighth grade school regarding one particular SEL program, Community Building Sessions™. Insights from this study serve to inform future research and decisions regarding SEL programming design and implementation at Frameworks of Tampa Bay, Inc., a nonprofit organization that supports teachers and administrators in implementing SEL curricula in pre-kindergarten through grade 12. More broadly, this study's findings contribute to the collective understanding about how teachers view and think about SEL. [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.]