Social and emotional (SE) skills are related to many positive outcomes, including degree attainment, improved academic performance, and increased life satisfaction, and are often taught through social and emotional learning (SEL) programs. A positive school climate is important for students' social and emotional wellness and ability to learn. For example, students who have positive relationships with their teachers and feel safe at school tend to show higher academic performance. The purpose of this study was to examine how SE skills and students' perceptions of school climate relate to college readiness in English, as measured by the ACT® English test and ACT's College Readiness Benchmark for English. Mosaic™ by ACT® Social Emotional Learning assessment data were collected from 6,747 students (53% female and 47% male; 67% White, 12% Hispanic, 6% Black, and 3% Asian; 74% 11th graders and 23% 12th graders at the time they took the ACT test) and matched to their ACT scores. Their SEL assessment data were captured during the school years 2018-2019 and 2019-2020, while the ACT tests occurred from 2018 to 2021. The SEL assessment measures five social and emotional skills and two school climate scales. Social and Emotional Skills: (1) Sustaining Effort; (2) Getting Along with Others; (3) Maintaining Composure; (4) Keeping an Open Mind; and (5) Social Connection. School Climate Scales: (1) Relationships with School Personnel; and (2) School Safety. The data show that a larger percentage of students in the high category of each SE skill or school climate scale met or exceeded the ACT English Benchmark.