The purpose of this qualitative descriptive study was to explore the problem of how classroom teachers of grades 1-5 described their experiences with school-based SEL interventions to identify potential links between students' content knowledge learned through school-based SEL interventions and students' aggressive and antisocial classroom behaviors in a Title I public school in the Southeast U.S. The theoretical framework for this study was based on Daniel Goleman's theory of emotional intelligence and the CASEL framework for social emotional learning. Fourteen classroom teachers of grades 1-5, whose students had participated in a school-based social emotional learning intervention, comprised the sample for this research and answered the two research questions: How do classroom teachers of grades 1-5 describe the links between students' content knowledge learned through school-based SEL interventions and students' aggressive classroom behaviors? and How do classroom teachers of grades 1-5 describe the links between students' content knowledge learned through school-based SEL interventions and students' antisocial classroom behaviors? Data collection included a demographic questionnaire, semi-structured interviews, and a focus group. Data analysis included descriptive statistics and reflexive thematic analysis. The findings of this study revealed 6 unique themes, which contributed to the understanding of links between school-based social emotional learning and students' aggressive and antisocial classroom behaviors. Recommendations for future studies include studies that explore the perspectives of other stakeholders, the process of teaching social emotional learning, and specific evidence-based programs. [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.]