This article examines how Upward Bound (UB) program leaders promote socioemotional learning (SEL) opportunities to further the social justice of federal policy aims. I examine five program leaders' efforts through a policy implementation framework, focusing on their capabilities. Results show that the program leaders' capabilities--values, interests, knowledge and skill, and dispositions--contributed to the leaders' will to promote SEL opportunities. The results also yielded an additional capability: planning power, or the ability to design a program schedule that aligns with the leaders' other capabilities and policy goals. I discuss implications of the results for programs seeking to enhance SEL opportunities.