The problem addressed in this study was that social and emotional strategies are not provided at the school level, which affects teachers' mental well-being, causing them to feel occupational burnout. Since the onset of the COVID-19 pandemic, educators have been compelled to adapt to new teaching modalities, contributing to heightened stress levels and increased teacher burnout among many. This qualitative intrinsic case study aimed to understand teachers' perceptions of burnout impacted by the level of access to social and emotional learning strategies. The theoretical frameworks used to guide this study were Dweck's implicit theories and Maslach's model of teacher burnout. Data were collected via online open-ended surveys and semi-structured interviews from a purposive sample of 11 teachers in two school districts in southern California. A thematic analysis was used to examine the data, which resulted in five themes: (a) pressure points in teaching, (b) impact on instructional practices, (c) attention and focus, (d) burnout prevention and intervention, and (e) intentional teaching practices. The findings of this study indicate teachers need more structured SEL training that is teacher-focused so they can learn to embed these strategies into their teaching practices. Once teachers become proficient in integrating SEL strategies, they require ongoing formal support to effectively implement proactive behavior management techniques to address the underlying causes of undesirable student behaviors. Future research should assess the efficacy of various SEL strategies in integrating structures of SEL training into teacher professional development 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.]