The Every Student Succeeds Act (2015) highlighted the increasing need for social emotional skills to be taught in schools. The Collaborative for Academic, Social, and Emotional Learning (CASEL), an organization composed of educators, researchers and child advocates, defines Social Emotional Learning (SEL) as: The process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (What is SEL?, n.d. para. 1). The research indicates the myriad of benefits for students who learn in an SEL rich environment, in addition to the benefits for the teachers teaching in such an environment. However, there is a lack of knowledge regarding the extent to which teachers believe they successfully demonstrate the five CASEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Without this knowledge, there is no way to ensure that teacher SEL development is occurring. To further understand, the doctoral team surveyed teachers who were certified in the state of Missouri in the three years since the passage of the Every Student Succeeds Act: 2016-2019. The team used CASEL's assessment to determine the teachers' perceptions of their SEL skills with respect to the competencies being studied. Broad themes that emerged included higher reported levels of the social competencies (social awareness and relationship skills) and lower levels of the more introspective competences (self-management and responsible decision-making), in addition to other themes that may have impacted the survey outcomes including diversity and leadership responsibilities. However, expanding the survey group would help draw further statistical relationships. Overall, this doctoral team recommends that teachers have opportunities to increase their SEL skills across all contexts. These could take place at varying levels. Teachers could participate in professional development opportunities to further develop their SEL skills; they could also use the same assessment tool throughout their career to gauge their skill development. The school administration could also assess the teachers using the same tool and could incorporate SEL training into professional learning communities (PLCs). Schools of Education could include SEL development in teacher preparation programs. And, the Department of Education could expand teacher certification requirements to include proof of the five CASEL competencies. All of these recommendations could provide teachers opportunities to further develop these SEL skills that are so integral to their own teachers' success, in addition to the success of their students. [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.]