This doctoral project investigates the impact of Child Adult Relationship Enhancement (CARE) training on teacher behavior management skills, as well as their perceptions of the program. A review of the literature includes research concerning current social emotional learning (SEL) programs, parenting programs, and the role of the therapeutic relationship. Findings from pre- and post-intervention surveys yielded statistically significant increases in teacher perceptions of their overall classroom management skills. In addition, results revealed a significant decrease in negative teacher interactions. A statistically significant increase in positive skills used by teachers was not observed. This study also included qualitative data with teachers around their attitudes and perceptions of CARE in general. The responses indicated high rates of satisfaction with the training, self-reported use of the CARE skills after training, and use of CARE skills with diverse student needs. Participant responses also indicated the need for follow up training and challenges implementing CARE specific to the school setting. [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.]