Education is a continually evolving profession in which students should always be the top priority. Throughout the history of the American education system, attempts have been made to prioritize the needs of students. These attempts often miss the mark in terms of student needs, and it, unfortunately, becomes more of a political cause than a way of assisting students. When the COVID-19 pandemic began in March of 2020, it caused schools across the country to close their doors leaving students with a gap in their academic learning as well as their social-emotional learning. Students were unable to develop peer relationships due to COVID-19 restrictions and were limited in their opportunities to learn from one another. Following the COVID-19 pandemic, early childhood educators have observed students who are more frustrated, stressed, and academically struggling. This has made early childhood education an increasingly difficult profession. The purpose of this research study was to explore the social-emotional strategies used by early childhood educators following the COVID-19 pandemic at one public school. The study sought to identify effective practices that support teachers and students in implementing social-emotional learning strategies. These strategies allow students to recognize their feelings, build relationships with peers, reduce negative behaviors, and create positive classroom environments. This qualitative research study utilized a bounded case study approach to discover the ways in which preschool to second grade teachers, from one school district in Southern New Jersey who identified as effectively utilizing and implementing social-emotional learning. Data were collected through two focus group interviews--one with teachers and one with administrators; through one-on-one interviews of participating teachers and administrators; through classroom observations--one to two per teacher participants; and through document and artifact collection--SEL lesson plans, differentiated modifications for SEL implementation, behavior referrals, teacher created SEL tools, and records of professional development. Data were analyzed through audio recordings, Pattern and In Vivo coding methods, as well as document and artifact collection. The findings and conclusions from the data collection process indicated that the COVID-19 pandemic created an essential need for social-emotional learning. The results of the data collection demonstrate a direct correlation between effective implementation of social-emotional learning strategies interconnected with professional development experiences to provide early childhood educators with the necessary support. It was the hope of the researcher that the information discovered in this study would provide future research opportunities as well as effective implementation strategies for the classroom. [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.]