There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their ability to gain and retain academic knowledge. An integrated public preschool in Ohio expressed concern of increased delays in social-emotional skills following the COVID-19 shutdown. Staff noticed an increase in classroom disruptions and emotional dysregulation. To counteract this, the social-emotional program, The Zones of Regulation, was adapted and implemented throughout the preschool environment. Through the theoretical framework of street-level bureaucracy and a bottom-up approach, this qualitative participatory action research study examined the staffs' perspectives on the ease of implementation and effectiveness of the adapted version of The Zones of Regulation. The data that was collected and analyzed revealed that, in the opinion of the participants, the building-wide implementation of this program was successful and improved classroom management. Areas of the program that need improvement were revealed and an action plan was developed. [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.]