Social Emotional Development is an essential topic of continued interest and concern in a preschool setting. Teachers' application of the New Jersey State Department of Education Preschool Teaching and Learning Standards in Social Emotional Development has a necessary place in practice in a preschool setting. As a result, social competence recognizes that children must develop both the ability and disposition to use and integrate social emotional knowledge, regulatory skills, and empathy Nadeem, E.M. (2010) The purpose of this research study was to examine the impact of Social Emotional Learning, to review instructional practices teachers use to implement, and to examine the perceptions of teachers regarding the application of Social Emotional Learning in their instructional practice. The study's findings indicated that the teachers' impact, methods, and perceptions were positively evident. However, the recommendations show the importance of providing extensive training to assist teachers and teacher assistants, focusing on implementing strategies concerning the instructional practice and connecting with children and each other. Teachers need to offer continued safeguards for the fair treatment of children regarding their individuality, strengths, understanding, and culture. Lastly, The TBS School administration should commit to enhancing and providing continued and extensive SEL professional development for TBS School Leaders. [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.]