Increasing a teacher's well-being may decrease the chance of burnout. The purpose of this study was to understand the lived experienced of educators who are teaching social and emotional learning (SEL) skills to promote students' resiliency. This study was viewed through the lens of the Resiliency Theory. The research question guiding this study was: How are K-12 public school teachers in Pennsylvania identifying and exercising their own resiliency skills as a result of teaching resiliency? A qualitative phenomenological study was determined to be the best method for completing this research. Participants were certified Pennsylvania teachers, intentionally teaching SEL skills to their students within a general education classroom. Semi-structured interviews were conducted and data collected was combed for common themes during data analysis. Five themes were identified within this study: descriptions of resilience, lived experiences of teachers, need for resilience, process of teaching resilience, and the impact teaching these skills had upon the teacher. Findings supported research and literature surrounding the teaching of SEL skills and the impacts had on teachers. Recommendations include replicating this study on a larger scale as well as a quantitative approach. The results of this study add to existing literature regarding SEL and increasing teacher well-being. [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.]