This study examined teachers' perspectives on social-emotional learning (SEL) in K-5th grade classrooms. It aimed to understand how teachers perceive the implementation of SEL into their educational practices and beliefs about the outcomes of SEL on their students. Specifically, this research focused on teachers' perceptions of their ability to provide SEL instruction, their understanding of the benefits of SEL, and the challenges they face in incorporating SEL into the classroom. A qualitative research design was used to explore teachers' experiences implementing SEL. Data was collected through interviews with K-5th grade teachers in three Midwest-based schools. From the data collected, the study concluded with recommendations for K-5th grade teachers, administrators, school boards, and policymakers. [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.]