The significance of social and emotional learning (SEL) continues to grow in today's schools around the world. More teachers agree that students' social and emotional needs must be addressed in the learning process. This is because how students feel about themselves and think about one another affects the ways they learn in school. Learning essential social and emotional skills are critical for students to navigate through life's challenges from childhood to adulthood. The purpose of this study is to understand how language arts and literacy teachers of South Korea and the United States perceive the importance of social and emotional learning, and in what ways these teachers promote the development of students' social and emotional skills. More specifically, this comparative inquiry examines teachers' use of academic and nonacademic strategies to support students in a classroom in which language arts or literacy is taught. In South Korea and the United States, language arts as a subject is taught mainly in middle and high schools, while the process of reading and writing is taught in elementary schools. In this paper, the authors use both terms--language arts and literacy--interchangeably to indicate content knowledge and literacy process. Research questions of the study are: (1) How do language arts and literacy teachers of South Korea and the United States perceive the importance of social and emotional learning? and (2) In what ways do these teachers promote opportunities for students to develop and practice social and emotional skills in their classroom?