A major part of the perplexing instances in teachers' work seem to deal with relationships. However, little is known about the role of social and emotional competence (SEC) in teachers' relationships. This study examined perplexing relational situations through Finnish primary teachers' stories, the strategies that teachers used to manage the perplexities they faced, and whether those strategies reflected aspects of teacher SEC. Narrative categorical analysis resulted in colleagues- and other stakeholders-related, students-related, and parents-related perplexities. Teachers managed perplexing situations by using and developing their SEC. The results indicate that teachers would need more tools to develop their SEC, especially their ability to recognise and regulate their emotions to manage stressful situations.