Teachers have been mandated to teach social-emotional learning (SEL) to elementary children using SEL programs. Teachers must rely on their own competencies to help develop these skills with their students. The purpose of this case study was to examine how teaching a social- emotional learning (SEL) program influences teachers' own social emotional competencies. This study sought to address the research questions: (1) How do K-6 teachers who teach social- emotional learning (SEL) perceive their own social-emotional competencies? (2) How do K-6 teachers who teach social-emotional learning (SEL) perceive teaching SEL lessons as influencing their own social-emotional skills when interacting with students, colleagues, family and/or friends? Participants were classroom teachers who have experiences related to teaching SEL programs in public elementary schools. The sample included five teachers from three different schools within the same district in Central Wisconsin. Data were collected via interviews, which allowed participants to share information with the researcher during a district in-service day. The first research question was answered by all five participants through examples of how they demonstrate CASEL's core competencies: self-awareness, social- awareness, self-management, relationship skills, and responsible decision-making skills. Three themes emerged from the second question that influenced teacher SEL skills: relationships, awareness, and values. Positive relationships with colleagues, family, and friends outside of the classroom provided support for classroom teachers to strengthen their own competencies as they worked with their students. The awareness teachers had of their own social-emotional competencies allowed them to recognize their own emotions and model coping strategies more effectively. This awareness also resulted in more meaningful lessons with competency application. The value teachers held for social-emotional well-being determined the amount of time in the classroom that focused on modeling strategies as well as teaching implicit lessons. The implications of this study were to recognize the need for additional attention to be given to personal and professional relationships, overall competency awareness, and to establish value for teaching social-emotional competency. [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.]