As teachers and administrators focus increasing attention on the mental health needs of students, researchers are exploring ways that addressing social-emotional needs is essential to academic growth as well as personal wellness. This descriptive investigation explored ways that seventh and eighth grade students perceived their social-emotional development in a school context in which teachers integrated social and emotional learning (SEL) with academics. An English Language Arts (ELA) teacher and a team of university researchers observed students during lessons, gathered work samples, and interviewed students across a school year. Intensive case studies with ten students provided descriptions of the types of connections students made with their learning experiences and ways these connections varied. Participants made visible connections with teachers on a personal level. They connected with peers spontaneously and reflected on peer relationships to varying levels. Reflecting on these social connections helped develop self-awareness, social awareness, and relationship skills. Reflections also enabled participants to connect interests, engagement, and accomplishment to varying extents, enhancing capacities for self-management and responsible decision-making. Results suggest that emphasizing the process of reflection in reading, writing, math, science, social studies, and electives may be a powerful way to enhance social and emotional learning in the flow of classroom events.