Many districts have adopted social-emotional learning (SEL) curriculum that teachers must incorporate into their lessons. The purpose of this qualitative dissertation-in-practice was to explore teachers' perceptions of the quality of SEL program professional development (PD) for teachers at a small, rural West Texas high school. For this study, the researcher piloted an online SEL PD module using evidence-based practices. Once participants completed the module, they incorporated at least one of the SEL strategies into a lesson and delivered that lesson to at least one of their classes. Finally, they participated in individual, semi-structured interviews. Based on the cumulative findings, all 12 teachers who participated in the online SEL PD module indicated they learned at least one new strategy they could readily incorporate into their instruction. Additionally, every teacher expressed a need to continue this type of training, and, perhaps the most critical finding of this study, that the self-paced, online delivery model was an excellent medium for such training. This finding implies that school districts would benefit from the development of online SEL PD modules for teachers who desire to learn more about SEL and strategies for its implementation. [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.]