School principals are taxed with implementing programs and initiatives to meet the social emotional needs of students. More schools are incorporating school advisory programs to help meet these needs. Due to a lack of studies on implementing high school advisory programs, this qualitative transcendental, phenomenological study explored the implementation of high school advisory programs and the supporting of social and emotional learning from the perspectives of high school principals. This study answered the following research questions: What are principals' self-perceptions of the lived experience in implementing high school advisory programs? What are principals' self-perceptions in implementing high school advisory programs to support social and emotional learning? A literature review provided a summary of a theoretical rationale of advisory, legislative support, purpose of advisory, models of advisory, advisory studies, benefits to implementation, obstacles to implementation, and planning for implementation. Relating to social and emotional learning, a review of literature also focused on addressing equity, benefits of implementation, obstacles to implementation, and planning for implementation. The research revealed seven major themes from the lived experiences of high school principals' self-perceptions of implementing high school advisory to support social and emotional learning: (a) community buy-in, (b) flexibility, (c) supporting teachers, (d) supporting students, (e) student self-awareness, (f) school-wide implementation, and (g) building relationships. As a result of these findings, implications were discussed, and suggestions for future research were provided. [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.]