This qualitative case study served to investigate teachers' and students' experiences implementing BASE Education, an electronic learning (e-learning) platform for social and emotional learning (SEL), in an urban charter middle school in Paterson, New Jersey. Convenient purposeful sampling was used to recruit seven students and three character-education (Ched.) teachers from the target population of 300 students from Grades 6-8. The sample size was determined based on consent from the teachers, students, and students' parents or guardians. Data were collected through in-depth interviews. For additional support, the students' BASEline (learn individual needs and evaluate) pre- and post-assessment scores were examined by measuring the students' SEL competencies. Findings indicate that using BASE Education positively impacted students' well-being, mindfulness, behavior, or academic development. However, the challenges revealed excessive use of PowerPoint slides and the need for engaging lesson activities. These findings suggest further research to personalize SEL instruction and address external factors affecting students' responses to the SEL lessons. The study highlights the potential of e-learning platforms in promoting SEL, and underscores prioritizing student well-being and academic development in urban school districts. The study results contribute to the knowledge of SEL and e-learning and provide valuable insight for urban educators and policymakers globally looking to implement similar SEL e-learning platforms in schools. [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.]