Research from numerous studies worldwide consistently shows that integrating social emotional learning (SEL) development into the structures and practices of schools is a path to creating safe, supportive, and inclusive environments. Researchers developed and validated an instrument to examine teachers' perceptions of SEL needs in their schools; their knowledge, skills, training, and experiences with SEL in their classrooms; and barriers to implementing practices or receiving professional development. A pilot study was conducted to assess the feasibility of the survey questionnaire, participant recruitment, and data collection and analysis processes. This paper describes the pilot testing process to ensure methodological rigor and content and face validity of the instrument before commencing the main research project surveying PK-12 teachers in Florida. This tool can be used in multiple sites and contexts to assess readiness and barriers to SEL program implementation, providing formative feedback for school leaders, curriculum developers, and teacher educators.