School counselors implement social emotional learning (SEL) programs to support students' holistic development and to prepare them for both academic and personal success. It is imperative that school counselors use evaluation research as they continue to refine their implementation and program selection efforts. This phenomenological qualitative case study investigated the experiences that two groups of students had with an SEL program. Three themes emerged including inconsistent experiences, disconnected perceptions about social-emotional needs, and the importance of using students as stakeholders. Implications for school counselors and counselor educators are provided.