Secondary teacher preparation programs lacking in coursework in social--emotional learning (SEL) fail to acknowledge changing learner demographics, leaving educators underprepared to meet their students' needs. The purpose of this qualitative interpretive phenomenological study was to explore the perceived experiences of select secondary teachers in Florida regarding their teacher preparation program training in SEL and how these experiences shaped their teacher identity. From a social constructivist lens, Erikson's theory of psychosocial development, which explains personality traits across the lifespan, anchored the study. The theory's focus on identity versus role confusion and associated crisis aligned with the study. I recruited 13 participants through a snowball sampling method and employed three data collection methods: interviews, written reflections, and focus groups. Data were analyzed thematically. Findings suggest a lack of preservice instruction in SEL created distorted teacher identities and that teachers' roles have expanded, necessitating ongoing revisions to professional identity. Implications for expanding Erikson's theory consider direct connections between personal identity development and teacher identity development as psychosocial processes. Additionally, implications suggest consideration of identity crises during the generativity stage as well as possible application to Marcia's identity theory. Curriculum standards and teacher certification requirements could be revised to include clear expectations around SEL, including mandated training on the topic. Practice implications reiterate revamping teacher preparation and remind administrators to recognize and intentionally close skills gaps for teachers. Future research could explore whether findings generalize to private preparation programs, states beyond Florida, and the experiences of school administrators. [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.]