The purpose of this qualitative case study was to explore how elementary teachers view using classroom meetings to begin the school day as part of social-emotional learning instruction. The study was guided by the overarching research question: "What are the impacts of holding classroom meetings at the start of the school day from the perspective of elementary teachers in one third through fifth grade building?" Two sub-questions further steered this study: 1. How do elementary teachers in one third through fifth grade building perceive holding classroom meetings at the start of the school day affects relationships between elementary teachers and their students? 2. How do elementary teachers in one third through fifth grade building perceive holding classroom meetings at the start of the school day affects relationships among students? A qualitative, social constructivist approach allowed for the exploration of participant perspectives using multiple interviews, collection of artifacts, and a reflexive journal. Nine conclusions were drawn after examination of themes from the study: 1) classroom meetings as a component of SEL should be held at the start of the school day, 2) classroom meetings should have flexibility in structure and SEL instruction, 3) SEL instruction is an essential component of classroom meetings at the start of the school day, 4) classroom meetings at the start of the school day enable students to feel more comfortable talking with their teachers, 5) classroom meetings at the start of the school day enable teachers to know their students quicker and on a deeper level, 6) holding classroom meetings at the start of the school day affects classroom management, 7) students learn effective and respectful communication skills during classroom meetings at the start of the school day, 8) classroom meetings at the start of the school day enable students to know each other on a deeper level and empathize with others, and 9) positive effects on student relationships carryover beyond classroom meeting time. Recommendations for educators included designating a specific time for SEL instruction, providing classroom teachers flexibility in the order SEL skills are taught and resources used for SEL instruction, choosing an SEL approach that includes intentional relationship building, and providing professional development to staff on building relationships. Recommendations for further research included researching the impacts of holding classroom meetings at the start of the school day from different perspectives and at other grade levels and conducting the study over multiple school years. [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.]