Research has shown the significance in social-emotional learning in children and adults. Likewise, studies have shown the significance on the type of leadership style an organization uses to maximize their employee's work ethic. Despite, these two known concepts, there is a limited number of studies that show how leadership impacts the implementation of a program. This qualitative study aims to understand teacher perceptions on how a shared leadership approach impacts implementing a social-emotional learning program. Through open ended surveys and focus group interviews, data will be collected to interpret how teachers perceive shared leadership has impacted the implementation of a social-emotional learning program. In addition, this study will provide insight into how school culture and teachers' interactions and experiences can impact the implementation of a social-emotional learning program. The data collected was coded and organized into categories to identify common themes among the participants. Following the data analysis, the researcher answered the research questions: (1) What were the teachers' experiences with implementing a social-emotional learning program through shared leadership?; (2) What were the teachers' perceptions of the school culture during the implementation of social-emotional learning program?; and (3) What were the teachers' prior learnings, and experiences of the implementation of a social-emotional learning program?