Social and emotional learning has gained much leverage in special education discussion, but limited research has been conducted on the effectiveness of social and emotional programs addressing low engagement in self-contained classroom settings. This qualitative action research study examines the implementation of an evidence-based social and emotional learning program for school-age middle school students identified with autism spectrum disorders. This qualitative study will study the outcomes of a social and emotional learning curriculum, Rethink Education SEL in special education self-contained classrooms. Furthermore, this study aims to identify teaching practices that promote students' social and emotional competencies. [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.]