The problem to be addressed in this study was that limited social-emotional curriculum and training within preservice education programs may contribute to teachers' increased job stress and low retention rates. The purpose of this qualitative generic study was to explore how novice educators describe whether their preservice curriculum and training contributed to their social-emotional competence, job stress, and intent to remain in the teaching profession. Jennings and Greenberg's prosocial classroom model based on the collaborative for academic, social and emotional learning (CASEL) model framed this study. Purposive and snowball sampling were employed to achieve a sample of 10 novice teachers working in central New York. Data collection occurred through individual 45-60-minute recorded Skype interviews. Participants responded to 16 open-ended questions. Thematic analysis was performed utilizing NVivo. The main finding is that novice teachers were not adequately prepared in their preservice training programs for the social-emotional demands and realities of the teaching profession. Implications indicated a need for a comprehensive overhaul of preservice programs, alignment with classroom realities, teacher-focused social-emotional development, resilience and coping skills training, enhanced relationship-building instruction, and workload expectation-setting. The recommendations for practice included focusing on improving preservice programs. There were five recommendations for research, which include exploring novice teachers' experiences in developing social-emotional competence and conducting a multiple case study on model preservice programs teaching social-emotional competence. This study provides insight that should inform preservice administrators and stakeholders about implementing curriculum that empowers and comprehensively prepares preservice teachers for their field of practice. [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.]