As the rise in need for social emotional learning (SEL) becomes apparent in schools, the lack consistent implementation in schools is apparent. Information has been collected stating how districts, schools, and teachers implement their own SEL lessons into the classroom to promote student well-being. The purpose of this qualitative study was to explore the perceptions of administrators and teachers in urban elementary schools in a Maryland school district regarding possible barriers to consistent implementation of high-quality SEL. The theoretical framework for this study is based on CASEL's SEL framework. The research questions focus on the perception of implementation and barriers of SEL within schools. The study addressed what the perceptions of administrators and teachers are of the current implementation of SEL practices and of resources and/or training needed to improve SEL implementation. This qualitative study included interviewing, observing, and taking notes on a group of 10 administrators and teachers. The thematic analysis was provided through recorded interviews then analyzed through Saldana's initial coding method. The results of this study can imply that the need of consistent implementation of SEL programs across elementary schools can lead better understanding of SEL and implementation in the classroom for teacher and administrators when explicit learning is provided help create a positive learning environment for 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.]