This study tells the story of first-grade teachers as they have experienced the return to the school building after year-long building closures. It identifies changes needed to support students' social-emotional needs having missed their kindergarten school year of face-to-face instruction in the school building. This study also explores teachers' perceptions about their students' SEL needs, the teacher's changes to instruction, and concerns for the future. By interviewing experienced first-grade teachers and asking them to consider the differences between previous students and the students in their classes during the 2021-2022 school year, I gather information that provides insight into what students will need in the future. Teachers were interviewed in spring 2022, toward the end of their first year with students back in the classroom full time after COVID school building closures. Participants identified their students did not have the necessary skills in social awareness, relationship skills, and responsible decision-making as previous students. Participants also identified that students were not as mature as their previous classes of students. Something positive to note are the takeaways shared by the teachers for how to support their students SEL skills, despite limited resources and training. All of the teachers shared positive reflections of their learning, and the growth of their students. [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.]