This generic qualitative study aimed to identify the benefits and barriers of implementing social-emotional learning (SEL) in K-12 public schools in southern Illinois. Overall schools are beginning to implement SEL mainly in the wake of COVID-19. Participants were chosen via convenience and snowball sampling to take part in a semi-structured interview process. The sampling included 13 administrators or designees across the southern Illinois region. Benefits of SEL included academic growth, enhanced relationships, reduced behavioral issues, and increased attendance rates. Participants indicated that obstacles such as time constraints, financial limitations, staffing issues, and political controversy are present. The participants' overall perception was that SEL is a way of preparing the whole child for success beyond the classroom and should be implemented at the Tier I level to include all students. [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.]