This qualitative, phenomenological case study was conducted to explore preschool teachers' and clinicians' understandings of social-emotional development and their perceptions of self-efficacy in teaching social-emotional learning (SEL) to their preschool students. Gaining an understanding of the participants' self-efficacy provided insight on how best to support preschool educators as they help to develop social emotional competencies in their students. This is because people's self-efficacy beliefs often determine the amount of effort, determination, and perseverance one will put into their work despite challenges faced (Bandura, 1989). The participants were all preschool teachers and clinicians from one early childhood center. The findings resulted in the participants realizing their capabilities, recognizing their deficits, and validating their efforts thus uncovering their self-efficacy. This research study not only helped these educators, but can potentially benefit other preschool teachers and clinicians in teaching social emotional skills to help develop students' abilities and competencies by recognizing themselves in this study. [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.]