The purpose of the study was to investigate alumni's and educators' perceptions of the ways social-emotional learning, as embedded through arts education, has influenced the post-secondary lives of high school students. While time constraints, differing values of stakeholders, and budgetary restrictions continue to challenge the role of social-emotional learning through arts education in schools, the awareness and recognition of the varying benefits is increasing. Social-emotional learning aims to positively affect student functioning in school, as well as economic stability, community involvement, and global citizenship postsecondary. Data were collected from open-ended interview questions with current licensed educators and alumni of an arts school for artistically gifted students in the state of Mississippi. Results were coded and analyzed for emerging themes. Data from the alumni and educator responses revealed that social-emotional learning, as embedded through arts education, strengthens student ability to maintain healthy relationships, empathize, resolve conflict, and regulate emotions. In addition, results indicated that economic stability and community involvement were positively influenced. [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.]