Training and correspondent implementation of social and emotional learning amongst elementary school educators is critical to student achievement. The purpose of this Action Research study was to examine and develop social-emotional learning strategies for elementary school educators at Smith Elementary School. Participants and data collected in Cycle 1 consisted of elementary school educators and students in grades three, four, and five perceptions of current social and emotional learning curriculum and supports. Action steps including professional development trainings were designed, implemented, and evaluated in Cycle 2 to increase educator knowledge and implementation of social and emotional learning within the general education classroom environment. Findings included collaborative environments, educator restraints, and student impact. Implications for the organization included a small sample size, age constraints, and time restrictions. [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.]