Teachers face challenges in differentiating social emotional learning (SEL) to meet the diverse needs of their students. The purpose of this basic qualitative study was to explore early childhood teachers' perspectives of strategies and challenges to differentiating SEL curricula to meet students' diverse needs using the theory of social constructivism. The research questions focused on teachers' perspectives of strategies they use and challenges they face when differentiating SEL curriculum. Semistructured interviews were conducted with 11 participants with 3 or more years of teaching experience in kindergarten through third grade in the United States. Interview transcripts were thematically analyzed, resulting in five themes: (a) teachers use a variety of strategies to differentiate SEL, (b) teachers are challenged by a lack of support, (c) teachers are challenged by a lack of knowledge, (d) teachers are challenged by a lack of flexibility, and (e) students' challenging behaviors make differentiating SEL more difficult. The results of this study may contribute to positive social change by providing information that administrators, teacher preparatory programs, and professional development programs can use to support early childhood teachers in differentiating SEL curricula to improve outcomes 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.]