This study investigated the effect of the COVID-19 pandemic on the implementation of Social Emotional Learning (SEL) programs and the relationship between the principals' leadership styles and actions as they implemented in elementary schools in New York State. This study uses Bolman and Deal's (2006) Wizard and Warrior framework. The SurveyMonkey online questionnaire generated data for analysis. The survey resulted in eighty-seven credible responses from the participants. Data analysis used Spearman's Rank to assess the relationship between the leadership styles and their actions as they implement SEL programs in school. The study found an increase in the number of SEL lessons per week, an increase in the use of online instructional services, and a shift to both teachers and counselors providing SEL lessons during the COVID-19 pandemic as compared to pre-COVID-19 time. Further findings revealed that most principals reported being objective and creating a good environment during the implementation of SEL during the COVID-19 pandemic. Similarly, being creative, using data and evidence, helping students with limited SEL resources, and SEL curriculum development was generally practiced by 70-80% of the participants. The challenges in implementing SEL include the need to improve collaboration with parents and the community, build networks and allies to get resources, recommend teachers/staff for SEL professional development, and evaluate teachers during SEL program implementation. Analytical outcomes unveiled no relationship between leadership styles and principal actions proposed by CASEL (2020). However, there existed a weak significant relationship between the warrior leadership style and the act of deciding which teacher or staff needs SEL professional development. The researcher concludes the study with implications and recommendations for future policy, practices, and research based on these findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]