This qualitative study explored teachers' perceptions and experiences regarding the implementation of the social and emotional learning framework, Strong Start, in a Title I elementary school in southeast Texas. The participants include ten elementary school teachers in Pre-Kindergarten through 5th grade. Teachers' levels of experience range from 0 to 20 years. Teachers were interviewed to gather their perceptions and experiences of the implementation of the SEL framework, Strong Start, the challenges, and its impact on students' academics, behavior, and overall social-emotional well-being. The study aimed to determine the factors that either support or impede the successful use of Strong Start in a Title I elementary school. To give educators helpful information on how to improve the implementation of SEL practices in Title I elementary schools, this study attempted to gain an understanding of the teachers' perspectives. The findings from the research concluded Strong Start served as a valuable complement to the school day. The teachers stated that Strong Start offered numerous advantages to their students. They claimed the framework enhanced their students' academic achievement, engagement, and overall well-being. The participants also mentioned that Strong Start gave them extra tools and assistance to help them better address the social-emotional needs of their students. Although it was evident from the participants that Strong Start was applicable and significant for their classrooms, teacher preparation is still required to address delicate student concerns, providing teachers the tools they need to tackle complex topics and help them feel more at ease and confident doing so. In addition, the everyday experiences teachers gave the students through Strong Start made them feel that the program had an impact. However, to provide educators with a defined goal for Strong Start, the participants felt that a more structured approach was required, such as using a particular SEL curriculum. It will also guarantee that the program is carried out appropriately and that students fully benefit from it. Participants believed that a bank of new activity ideas was needed to cover the various components. A system that continuously produces fresh concepts to draw from would be beneficial, so they are not struggling to search for activities on their own. [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.]