This study aimed at identifying teacher perceptions of social-emotional learning (SEL) in the elementary school classroom. Participants included 345 elementary school teachers. Participants completed a survey measuring the level of SEL implemented in their classroom. Descriptive statistics and factor analysis were used to analyze the data. Teacher survey responses indicated a strong support for SEL. Further, teachers feel confident that they are teaching SEL in their elementary classrooms. Although the literature review outlined five social emotional competencies (self-management, self-awareness, social awareness, responsible decision making, and relationship skills), exploratory factor analysis yielded four factors: Responsible decision making (9 items, Cronbach's [alpha] = 0.919), social awareness (5 items, Cronbach's [alpha] = 0.933), relationship skills (5 items, Cronbach's [alpha] = 0.866), and self-awareness (4 items, Cronbach's [alpha] = 0.872). Self-management, although described as a social-emotional competency in the literature, was not identified through factor analysis. Descriptive statistics also were used to examine variations in factor scores based on demographic variables. Results indicated that SEL implementation in the classroom varies by gender, years of experience, school assignment and educational attainment. [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.]