Schools are turning to social emotional learning (SEL) to improve educational outcomes for K-12 students and provide them with the skills to think, relate to others, and lead responsible lives. The purpose of this research was to help educational leaders better understand the impact of SEL programming on the school climate of elementary schools. The current research surrounding SEL and school climate indicates how the two areas have a symbiotic relationship, drawing benefits from the other. This case study helps school leaders connect the benefits associated with SEL with current measures of school climate across elementary grade levels. Researching this connection provided new insights regarding SEL in elementary contexts and can help educational leaders improve their learning environments. It is the researcher's assumption that SEL has multiple benefits for both students and teachers and school climate is an important area for school leaders to focus on and improve. A pragmatic approach grounded this research and allowed the researcher to understand the realities experienced by teachers in their social context. [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.]