School districts continue to strive to enhance students' academic achievement. Various studies and literature highlight the significance of the role of non- academic subjects, which in Ontario, Canada, are referred to as learning skills. Teachers in Ontario are mandated to report on six learning skills three times in a school year within their students' provincial report cards. This study explores the role of the teacher in teaching, integrating, and assessing learning skills by examining what supports teachers require to teach, integrate, and assess learning skills, in addition to any barriers that teachers face regarding learning skills. This study is based on interviews conducted with twenty-five teachers who work at Halton Catholic District School Board in the Greater Toronto Area. All interviews conducted were virtual and were either one-on-one interviews or focus group interviews. This study is based on data from K-8 Catholic teachers who volunteered to participate in this study. The study is qualitative, and participants' responses were coded into themes. The findings indicate that teachers viewed lack of resources and PD, in addition to teacher subjectivity and limited teacher training to be predominantly the main barriers affecting their ability to teach, integrate, and assess learning skills in their classrooms. All participants in this study shared a need for more mentorship/PD, school support, and resources and training provided by the school district or the ministry to assist them in integrating, teaching, and assessing learning skills. [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.]