The promotion of Social emotional learning (SEL) in elementary schools has increased; however, little is known about early childhood teachers' perceptions about the effectiveness of their elementary school's approach to SEL. The present study used mixed methods methodology to explore the perceptions of 1154 preschool through second grade teachers working in elementary schools regarding the effectiveness of their school's SEL approach. Study findings revealed that early childhood teachers overall viewed their classroom and school SEL approaches as effective. Eight themes emerged regarding key elements of effective SEL approaches. Participating teachers expressed specific concerns about SEL implementation when their unique early childhood classroom context was not considered or included in their school's SEL approach. Findings are interpreted in the context of relevant literature and implications for practice are discussed.