The purpose of this qualitative descriptive study was to explore how high school special education teachers describe the influence of their training in social-emotional learning (SEL) when working with students with disabilities in their classrooms. The overarching research question was: How do high school special education teachers describe the influence of their training in social-emotional learning when working with students with disabilities in their classrooms? The theoretical framework was the Collaborative for Academic Social and Emotional Learning's (CASEL's) SEL theoretical framework. The sample comprised high school special education teachers who previously participated in SEL training in the Southwestern United States. Data collection for this qualitative descriptive design included a demographic questionnaire, semi-structured interviews, and mini focus groups. Data analysis included descriptive statistics and a hybrid approach to thematic analysis. The findings from this study identified five key themes: (a) ineffective SEL training, (b), hybrid training and experience approach, (c), unification of SEL skills, (d) classroom and SEL, and (e) and the need for applicable SEL training. This qualitative descriptive study obtained sufficient data to understand the phenomenon as it appears in participants' experiences in a natural setting. Therefore, recommendations for future studies include qualitative studies on the perspective of SEL training, schools known for SEL implementation, enhancing SEL competencies in students with disabilities, pre-service teacher programs, as well as the practical development and of teacher SEL training. [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.]