This study was created obtain and analyze the perceptions of teachers implementing socio-emotional learning and their preparedness in school districts across the State of Texas following a pandemic. A phenomenological qualitative research design was used utilizing semi structured interview protocol. Cycles of coding were utilized to code the data in this research study. The study analyzed the perceptions of teachers who met the following criterion: (a) working in a Texas school for (b) the last two years during the pandemic, (c) general education teacher of record, who (d) currently implementing social-emotional skills within their classroom. Data revealed teachers need training continuously in best strategies in implementing socio-emotional learning strategies and access to resources to aid in the implementation of such. In addition, teachers need to be a part of support teams to share their knowledge and provide experiences for their colleagues to build upon. Also, teachers have a desire for implementation to be rolled out systematically and where it is bought in by all stakeholders. [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.]