This study aimed to ascertain teachers' perceptions about SEL and whether they are currently utilizing a social-emotional learning (SEL) program in their classroom. Teachers are tasked with implementing SEL to promote character education and wellness concepts in the various grade levels. Demographic factors including the gender of the teacher, current grade level teaching assignment, and years of teaching experience were examined to determine whether there were significant differences in the deliverance of SEL programming to PK-12 students in New Jersey classrooms. Data were gathered utilizing a modified digital survey tool adapted from a previous research study conducted by Buchanan et al. (2009). The survey was administered in nine public school districts in northern New Jersey via Microsoft Forms and was completed by 75 teachers assigned to Grades PK-12. The study was quantitative and utilized a correlational research design. Data were collected electronically, coded, and analyzed using SPSS software to examine the potential impact of the demographic factors of the participants in relation to the various research questions. Statistical calculations included a reliability analysis, independent t-test, and item analysis. Statistical significance was demonstrated regarding one research question, data supported two other research questions, approached significance for one research question, and two research questions yielded results that were not statistically significant. Results from this research study can be used in future planning and implementation of SEL programming in public school classrooms to enhance the efficacy and impact of delivery across grade levels. [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.]