Current literature often focuses primarily on students when thinking of avenues to increase their academic achievement and/or social and emotional well-being, rather than increasing teacher professional capacity to directly impact students by developing their own social and emotional well-being. Therefore, there is a need to explore adult social emotional learning (SEL) as an avenue to address systemic challenges in education. This study hypothesizes that the use of educator PD time as an intervention increases the professional capacity of teachers to model the skills that students need for post-secondary success. This study is a cross-sectional mixed-method descriptive study that uses teacher professional development (PD) intervention with an SEL focus to develop adult SEL. Participants will receive an author-generated survey of three parts after participating in a 60-90-minute PD session with a New York-based educational nonprofit organization. There is one cohort of participants: those who attended a PD session with the organization focused on self-awareness and/or self-management and that will take the survey retrospectively. Initially, there were two cohorts of participants, but had to adjust this research design. Overall findings are that teachers who engage in PD with an SEL lens will increase their SEC due to increased SEL knowledge. [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.]