Research Findings: Although crucial in early childhood, social and emotional learning (SEL) was seldom integrated in preschool classrooms until recently. This study reports the implementation and evaluation of an SEL program devised to assist Chinese preschoolers, a population that has been understudied. With cultural values/practices impacting social and emotional development, cross-cultural studies are needed to understand the transferability and efficacy of early SEL. As one of the first SEL cluster-randomized studies with Chinese preschoolers, emotion knowledge and social awareness (i.e., theory of mind understanding) were examined -- two areas which have shown lower competencies among Chinese children. Further, differential training effects between children with lower and higher baseline skills were investigated. A group of 33 children were given the Global Classroom SEL training over 2 weeks while 38 children remained in "usual practice" classrooms. Pre- and posttests were conducted for both SEL training and control groups. A significant increase in emotion knowledge and a trend toward significance in theory of mind was found for children with lower baseline skills. No such increase was observed for children with higher baseline skills. Practice or Policy: This study suggests the positive impact of early SEL for low-performing Chinese children. Further, the findings shed light on advancing research in early SEL programming across cultures.