This mixed-method study examined the perceptions and lived experiences of pre-service teachers engaged in a specialized Social and Emotional Learning (SEL) program at a private university in the Pacific Northwest. Through a thorough investigation guided by two primary research questions, this research aimed to examine pre-service teachers' personal development of social and emotional skills, as well as their capacity to teach SEL to future students. Nine pre-service teachers participated. Using an explanatory sequential design, the study employed eight validated self-report instruments to measure changes over time. Data collection began in January 2021 and continued until December 2022, for a total of seven waves. The study also consisted of nine 45-to-60-minute semi-structured exit interviews. Participants showed growth in teaching self-efficacy, as well as in all five SEL domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. They showed significant growth in culturally responsive pedagogy. The significance and relevance of this research contribute to the underexplored area of SEL in teacher education. This study underscores the importance of equipping future educators with the necessary social and emotional competencies to thrive in their professional roles and offers recommendations for SEL integration in teacher preparation 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.]