Teachers significantly impact students' academic success amidst life difficulties and societal influences (Harlacher & Merrell, 2010; Malureanu & Enachi-Vasluianu, 2021). This qualitative research study was designed to understand the impact of implementing a district-wide social-emotional learning initiative from the teachers' perspective. This study examined how teachers' beliefs and practices influence social-emotional learning programming. This study was conducted at a Philadelphia suburban school district. Qualitative data was collected from focus groups and surveys. Six primary themes emerged--cultural response to SEL: Social-emotional learning (SEL) significantly impacts teachers' ability to forge stronger personal and professional connections with their students; practice principles for self and staff: teachers recognize the benefit of personal well-being practices; barriers to Implementation: student buy-in and motivation are barriers to implementing SEL; student agency: there is an increase in student's ability to self-regulate; More time is needed for collaboration and lessons: limited opportunities to collaborate as a team present a challenge; practical application of SEL: there are challenges and considerations in transitioning social-emotional learning (SEL) lessons to practical application in academic settings. Future research could explore how developmental differences among students at various stages of adolescence impact their response to social-emotional learning (SEL) programs and examine the role of more diverse teaching staff in successfully implementing social-emotional learning (SEL) programs. [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.]