The high attrition rate of novice K-12 teachers has been a longstanding issue of concern for districts and school administrators. The purpose of this action research was to study contributing factors of social-emotional resilience in educator well-being, and how transformational conversations could support Teacher Preparation Program (TPP) leaders in identifying actionable program improvements to inhibit the impact of praxis shock for pre-service teacher candidates. Based on extant literature and Cycle 1 research findings, the Cycle 2 action step sought to organize stakeholders from state-wide TPPs in virtual learning discussion groups over three opportunities to identify if collaboration amongst faculty from various institutions with similar concerns and goals might generate momentum for transformative conversations to occur around strategies to support pre-service teachers' mental health literacy. Qualitative data analysis from focus groups and semi-structured interviews included manual coding in an open/initial approach and in vivo coding to develop a codebook and identify themes. Key Findings of the research indicated: (1) intentional design and facilitation of transformational conversations can assist and support teacher preparation program leaders in identifying actionable program improvements to inhibit the impact of praxis shock for pre-service teacher candidates; (2) there is identified need for Teacher Preparation Programs to support pre-service teacher social emotional well-being; and (3) interest exists in increasing support at the institution and state level for resource development and training to support pre-service teacher social emotional well-being. Implications of knowledge generated are expected to inform efforts around future development and implementation of psycho-social resources for pre-service teachers entering the K-12 field of education where there is a historically high attrition rate of new teachers relative to experienced praxis shock and occupational stress. [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.]