A qualitative multiple-case design was used to answer two research questions regarding the perceptions of early childhood educators concerning the implementation of mindfulness practices and/or social emotional curricula and the impacts on positive social-emotional behaviors amongst early childhood students. The conceptual framework of this study was based on social emotional learning theory stemming from social constructivism. The participants consisted of 15 early childhood educators within the United States who were using a research-based social emotional curriculum (PATHS®, Second Step®, or SEFEL). The study results were consistent with existing research, and data analysis revealed themes related to the implementation of the curriculum, materials and resources, frequency of implementation, professional development training, assessment, and support and growth. These findings indicated that implementing mindfulness techniques and social emotional learning skills improved students' abilities to problem-solve, communicate, and build meaningful relationships. Evidence from this case study supports the existing theory on explicitly teaching social and emotional skills in the classroom. Therefore, a recommendation of practice would be to implement a social emotional learning program in all schools so that students will obtain the ability to combat aggressive behaviors. Recommendations for further research include understanding the effectiveness of social and emotional learning on young children's disruptive behaviors, addressing the same research problem but limiting the participant population to a specific region of the country, state, or district, and conducting a longitudinal study to determine the effects of social emotional learning over several years. The findings of this multiple case qualitative study revealed that regardless of which mindfulness techniques or social emotional curriculum was implemented, students' abilities to problem-solve, communicate, and build meaningful relationships improved. [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.]