The United States has become increasingly aware of the prevalence of childhood trauma and adverse experiences which can have long-lasting negative consequences on health and school achievement. It is possible to recover from trauma with the right support and schools are ideally placed to support many children in the United States. One method schools can use is social and emotional learning (SEL). Ohio recently released K-12 SEL standards for use in the 2019-2020 school year that apply in all subjects and grade levels. Teachers need ongoing professional development (PD) support as they make changes but this was lacking for SEL standards on the systemic level. There was a need for quality PD for teachers as they transitioned to include SEL in their teaching. This project created PD for elementary physical education teachers through a community of practice (CoP) focused on the new SEL standards. Three elementary physical education teachers from one district participated. Data was gathered through interviews, journals, lesson observations, CoP meeting recordings, and artefacts. All three teachers' understanding of SEL changed as seen through new lesson implementation and articulation of SEL to others. The three teachers faced problems of a lack of school-wide support, time, assessment, and challenges with older students. Teachers were able to incorporate SEL into physical education lessons though stories, discussion, questions, and informal assessments. Students mostly responded with the expected behaviors during the lesson, but student behavior was not always consistent. The three teachers saw students improve in behavior and coping skills and hoped that these benefits might occur for all their students. This study had implications for physical education teachers, PETE and PD providers. SEL and physical education content can be taught together. Physical education teachers should seek out CoPs for PD and support as they make changes to their practice. PETE should include SEL in their curriculums and teach preservice teachers to collaborate rather than do group work. PD providers need to listen to those they serve as they create PD. Participatory action research (PAR) and CoPs are encouraged forms of PD. [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.]