This generic qualitative inquiry explored general education middle school teachers' perceptions and experiences delivering social and emotional (SEL) and/or college and career readiness advisory lessons in addition to their daily content curriculum in their post-COVID-19 in-person learning classrooms. Research has indicated the importance of SEL and college/career readiness lessons for students but has not investigated teachers' perceptions of delivering such lessons or the potential impact of the teachers' workload. The central research question for the study was how do secondary school teachers describe implementing and incorporating into their current curriculum and workload the delivery of social/emotional or college/career readiness lessons? Using generic qualitative inquiry, eight participants were recruited from across the United States. All participants met the inclusion criteria of having taught both post-COVID-19 shutdown and returned to in-person teaching post-pandemic, taught in grades 5-8, held general education teaching certificates in their state, and described the delivery of SEL and college/career readiness lessons as a new task upon returning to in-person teaching. Data was collected through semi-structured interviews. Thematic deductive coding with constant comparison was used to analyze data. Three themes emerged including: (1) issues inside the classroom impacting teachers delivering SEL lessons; (2) issues outside of the classroom impacting teachers delivering SEL lessons; and (3) the personal attributes of teachers related to the delivery of SEL and college/career readiness lessons. Results indicated that although teachers feel SEL and college/career readiness lessons are valuable for students, they can experience challenges with the delivery of such lessons due to increased problematic behaviors exhibited by students since the return to in-person learning environments. Moreover, teachers reported elevated levels of burnout from being tasked with teaching SEL and college/career readiness lessons in addition to their current assignments and workload, particularly when they are not provided adequate training to deliver the content of the lessons. Finally, teachers described their elevated levels of burnout because of additional tasks, specifically teaching additional lessons with additional preparation requirements, which has negatively impacted their overall well-being. This study underscores the importance of continuing to investigate how school district officials and building administrators can support teachers to reduce burnout levels amongst teachers and reduce reportedly high levels of attrition. [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.]