Educators' experiences play a key role in how effectively they support and model SEL (Schonert-Reichl, 2017; Brackett et al., 2012). This study investigated the experiences of elementary school educators, support staff, and leadership in implementing and integrating an SEL curriculum, specifically "Second Step." The research applied the Eisenhardt Method (2021), utilizing demographic surveys and semi-structured interviews to address the research question: "How are teachers, support staff, and school leadership experiencing the implementation of the SEL program in their elementary school? What factors contribute to their success? What challenges do they face?" Five elementary schools designated as SEL intensive sites' in a Seattle-area school district participated. The 23 participants included three principals, three assistant principals, four guidance counselors, nine teachers, two behavioral interventionists, and one SEL coach. The results suggest that educators' personal experiences with the positive effects of SEL enhance their commitment to the curriculum and its broader applications. Those who find success with SEL place high value on their personal development and well-being, as well as that of their students, which is vital for academic achievement (Mahoney et al., 2018; Taylor et al., 2017). Additionally, educators who prioritize their own growth and well-being tend to be more successful in modeling SEL for their students. Furthermore, the study reveals that educators benefit from peer collaboration and express a desire for more partnership, mentorship, and guidance from colleagues, as well as increased support from school and district leadership and the community. Specifically, they seek more time for personal connection, self-development, and access to SEL resources to meet both their own emotional needs and those of their students. Future research may consider outcomes of interventions to provide educators consistent self-care opportunities and emotional intelligence workshops, peer collaboration and support, and increased connection with the community they serve. [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.]