It is difficult to imagine any classroom teacher who is not concerned with helping students develop skills to recognize and address their feelings, solve conflicts appropriately, help their peers, and contribute in positive ways to the world in which they live to some degree (Elias et al., 1997; Weissberg, Durlak, Domitrovitch, & Gullotta, 2015). Research shows that the most appropriate place to help teachers begin to develop these skills in their students, all which fall under the umbrella of social emotional learning, is in teacher education programs (Patti, 2006; Schonert-Reichl, Hanson-Peterson, & Hymel, 2015). The purpose of this dissertation is to understand what happens when a research-based approach to teaching social emotional learning is implemented during an Introduction to Education course. I developed this curriculum as a result of being tasked with redesigning our Introduction to Education course to better align it with principles of social emotional learning and our College of Education mission and vision. Key data collection methods included field notes, document analysis, individual interviews, and my own researcher journal. The portfolio that follows seeks to make the findings of my research on social emotional learning in teacher education practical via three components: (1) an article written for publication in a scholarly journal; (2) an article written for publication in a practitioner journal; and (3) curriculum for a revised Introduction to Education course. [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.]