The integration of social and emotional competency (SEC) skills teaching into the regular curriculum can motivate students and promote their self-confidence and abilities to function effectively in society. This study examined whether colleges of education were preparing teachers to educate students in ways that would maximize their ability to learn more effectively and were preparing future teachers to become competent and responsible citizens, sensitive to their role in a global community. The study used an 8-item survey to examine teachers' and counselors' perceptions of practices related to SEC curriculum. Participants came from colleges and universities nationwide. Results indicated that SEC was not addressed in mission statements and admission policies, nor were there many explicit courses offered to teach SEC skills. Respondents perceived a crowded curriculum and state requirements as the two main hindrances to SEC inclusion. Although private institutions indicated that the curriculum was too crowded for SEC, they also indicated that they perceived their graduates as ready to address SEC issues in their own classrooms. Most respondents were interested in pursuing an increased emphasis on SEC education. (SM)