The purpose of this Action Research study was to investigate and improve the student learning experience by understanding how Grades 4 & 5 educators in a Title 1 suburban-urban school district perceive, comprehend, and apply the CASEL framework for Social Emotional Learning (SEL) to improve learner motivation and academic achievement. Using Action Research, this study sought to explore how a co-constructed professional learning experience design improves educators' self-efficacy implementing the CASEL framework improved the ability to deliver SEL to their learners. Cycle 1 findings showed a lack of time for SEL, professional development, and implementation. Evaluation of the action steps includes qualitative interpretation of educator feedback from the event and descriptive statistical data representing academic achievement from a small number of students at KIND Public Schools (pseudonym) who were the learners of the participants. Findings showed educators' perspectives on Social Emotional Learning (SEL) differed across the district and uncovered a need for comprehensive district-wide professional development on SEL components, terminology, and implementation strategies. Furthermore, they highlighted the importance of establishing routines and learning engagements that seamlessly integrate SEL within the core curriculum to effectively cater to the diverse needs of students and their learning environments. Implications for practice and areas for future research are discussed. [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.]