In 2017, the National Commission on Social, Emotional, and Academic Development examined the relevant evidence regarding social-emotional learning (SEL) across various disciplines. The commission concluded that social and emotional competencies are essential to developmental growth, and overall success in school and life. This qualitative case study captures pre-service teachers' emerging perceptions of SEL throughout the teacher training process. This study seeks to inform the practice of developing pre-service teachers during their time in university to prepare them to meet the SEL expectations of school systems in their K-12 educational careers. This investigation included faculty and pre-service teacher focus groups and individual interviews with the participating pre-service teachers. Various documents were also collected and analyzed. The findings of this study revealed pre-service teacher concerns regarding their own SEL development while in university, the absence of focused SEL training, and missed opportunities for SEL understanding in their clinical experiences. The findings can be used to understand pre-service teacher perceptions of SEL-related training better and inform courses and objectives to improve instructional practices and new teacher experiences. [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.]