The purpose of this qualitative descriptive study was to explore how school counselors describe Social Emotional Learning (SEL) strategies and best practices. The research questions focused on understanding licensed school counselors' firsthand experiences with SEL implementation during transactions with students at K-12 Title I schools in the United States and best practices. Sixty-nine school counselors practicing at K-12 Title I schools across the United States participated in this study. Data collection involved 69 open-ended questionnaires and ten semi-structured interviews. Reflexive thematic analysis was used, revealing eight themes: (a) School counselors feel that relationships are key to SEL delivery; (b) School counselors tailor SEL interventions to the school they service; (c) School counselors tailor SEL to fit student needs; (d) School counselors feel confident in leading SEL interventions with students within their schools; (e) School counselors describe SEL as an empirical practice that creates positive outcomes when implemented with students; (f) School counselors call for a school-wide systematic implementation of SEL; (g) School counselors feel that support for SEL is necessary for its success; (h) School counselors seek guidance on best practices for SEL implementation. This study holds practical implications for enhancing SEL practices in K-12 Title I schools in the United States, underscoring the crucial roles of professional development, tailored SEL interventions, school-wide implementation, supportive, collaborative teams, and school counselor leadership. Findings align with the Theory of Reasoned Action (TRA), emphasizing confidence, self-efficacy, and perceived support. [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.]