The purpose of this qualitative descriptive study was to explore how elementary school educators in the Mid- Atlantic region describe implementing social-emotional learning competencies in the classroom setting. Previous studies validated the importance of social-emotional learning, but how it was implemented in the classroom needed to be discovered. The research question for this study was how do elementary school educators describe implementing social emotional learning competencies in the classroom? This study included 20 semi-structured interviews and two focus groups of four participants. This research utilized the CASEL framework to determine how educators implemented the SEL competency areas in the classroom. The research question was: How do elementary school educators describe implementing social-emotional learning competencies in the classroom? Using thematic analysis, the researcher identified three themes from the research data regarding how elementary school educators implement social-emotional learning competencies in the classroom. The findings of this study indicate that teachers create and maintain a healthy learning environment with choice and boundaries, model effective relationships by being committed, communicating, and actively listening to their students, and use resources and tangible action items to support individual needs. One study implication was that teachers could not use the same strategy to teach social-emotional learning skills as every student is different. [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.]