An instrumental case study explored teachers' perceptions of students' receptivity to social and emotional learning at the secondary level. Interviews were conducted with 13 secondary teachers in the state of Colorado. Deductive data analysis strategies resulted in two themes: (1) a genuine commitment to SEL practices is key, and (2) student receptivity varies based on the perceived authenticity of SEL delivery. The participants described how a schoolwide commitment to SEL is imperative in implementation and how trust and vulnerability with students lead to greater receptivity of SEL content. These findings suggest that positive modeling and a focus on relationship building by all teachers, staff, and administrators is critical for successful SEL implementation at the secondary level.