Social/emotional competencies have been identified as some of the most important abilities that support early school success and the development of academic proficiency during elementary school (Denham et al., 2012). However, currently there are no required professional development opportunities for family child care providers on the topic. When professional development is offered to family child care providers, the content and format of the offerings are not always designed for their needs. This current structure of misaligned professional development content affects the quality of programs, including the relationships between child care providers and children, which in turn impacts children's social/emotional development (Votruba-Drzal et al., 2004). A professional development structure aligned with the Pyramid Model (Fox et al., 2003) was used as an intervention to provide social/emotional content specifically to family child care providers. The focus was on the adult learner using the methods of Bloom (1976) and Knowles (1980) with the purpose of meeting family child care providers' learning needs. In addition, coaching was provided for additional implementation support. Working with thirty family child care providers specifically on social/emotional learning through professional development, and a coaching variable for fifteen providers, showed positive impact on program quality. [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.]