In this study, the lack of teacher preparation to incorporate Social Emotional Learning (SEL) strategies in the classroom that could benefit African American and Latina girls in urban secondary schools was examined. Research showed that over 50% of students in urban schools experienced SEL challenges which correlated with higher risks for behavioral issues, discipline referrals, and school dropout. Through 16 semi-structured interviews and one focus group, interview data was gathered to examine the lived experiences of educators with regard to teacher training, pedagogical practices, and educators' capacity to provide SEL to African American and Latina girls from low socioeconomic communities. The development of empathy and caring traits is imperative to maintaining healthy social relationships. Study participants were contacted through online educator groups such as Teachers of New York City, NYCDOE Teachers, United Federation of Teachers (UFT) Members, and New York State Teachers. Virtual interviews were conducted via Zoom, outside of school hours, with emphasis on maintaining privacy. Participants were provided with detailed information about the purpose of this study, given consent to participate, and were notified of their rights. Information about the researcher was also provided. Results of this study found that teacher preparation yielded better results for a diverse student population. Furthermore, the study showed that professional training to effectively implement SEL strategies in the curriculum was vital in teachers' overall pedagogical practices. Findings from this study will be used as a guide for school administrators to provide effective research-based practices in teacher training. While this study looked at the phenomenon of urban secondary school teachers' personal and professional experiences with SEL, a future study could include mixed method research to provide a broader scope of participants, and thus have a greater reach to combat poverty and its psychological effects on students. Future research could also include school leaders, students, and parents to explore more in-depth perspectives of SEL practices and to evaluate the perceived efficacy of SEL classroom strategies to garner academic and social achievements of minority students from urban communities. Finally, this study found that training SEL skills should be provided to all teachers to effectively meet the needs of their students' academic and social-emotional well-being. [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.]