High school students are quickly approaching adulthood and face significant life events and societal problems that challenge their social and emotional well-being (SEW). This qualitative study investigated high school educators' perspective of student social-emotional wellness within a large Midwestern school district. Eight high school teachers participated in interviews, and four in a second phase focus group, sharing their experience regarding social-emotional learning (SEL) preparation, current student SEW concerns, and ability to adequately assess student SEW. A major finding of this study involved the misaligned prioritization of SEW between high school teachers and their school district. Teachers demonstrated inconsistencies in awareness and understanding of SEW and SEL practices due to a lack of emphasis, communication, and professional development at the high school level. Participants communicated that numerous student social-emotional concerns exist, but that SEW expectations are not a focal point. Teachers reported feeling forced to choose between delivering course content and growing student social-emotional competency. They described a lack of intentionality to develop, support, and assess every high school student. They also shared that the amount of time, resources, and energy invested in increasing high school graduation rates far outweigh the efforts made to improve student SEW. Various strategies are already in place within the district that participants felt had the potential for improving student SEW. However, for current SEW practices to be truly impactful in the future, intentionality, uniform expectations, and refocused prioritization must occur at the district level. When there is a lack of prioritization for students' SEW, high school educators are left feeling inadequate and guilty, forced to choose content needs over SEW needs. [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.]