The purpose of this case study was to explore elementary school teachers' perspectives and experiences on the implementation of Social and Emotional Learning (SEL) in their classrooms. The study utilized a qualitative research approach, focusing on an elementary charter school located in the State of New York. This study addressed the following research question using Collaborative for Academic, Social, and Emotional Learning (CASEL) framework (2023) for SEL: What are teachers' perspectives and experiences on the implementation of Social and Emotional Learning in their classrooms? Nine participants were purposely selected for this study and data was collected through semi-structured interviews, classroom observations, and the review of SEL lesson plans. The findings of this study suggest the teachers adhered to implementing the CharacterStrong curriculum in their classrooms with fidelity. Three themes emerged from the analysis: (a) the importance of social and emotional learning; (b) utilization and benefits of SEL curriculum; and (c) challenges and concerns associated with SEL implementation. Future research should delve into educators' understanding of SEL, particularly its theoretical underpinnings. This investigation would bridge the gap between surface-level awareness and a comprehensive understanding of SEL. [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.]