Students' social and emotional learning (SEL) skills have been linked to positive behavioral and academic outcomes for students. Responsive Classroom is an evidence-based SEL program that promotes academic, social, and emotional growth of students through the implementation of student-centered practices designed to create engaging and nurturing classroom environments. This research study examines how the Morning Meeting component of Responsive Classroom impacts student behavior from the perspective of elementary school teachers. Although there is a growing body of literature that suggests that Responsive Classroom has positive impacts on student behavior, there is a lack of evidence of how Morning Meeting impacts student behavior. The purpose of this study was to understand teachers' perspectives of how Morning Meeting impacts student behavior in elementary classrooms. The researcher conducted a parallel convergent mixed methods design with survey and interview components. Twenty-three survey participants are three interview participants contributed to this research study. This research study's results indicated that participants perceived that Morning Meeting had a positive impact on student behavior. The results also revealed that participants benefited from sharing Morning Meeting resources and had positive professional development experiences. This research study provided evidence of Morning Meeting's positive impact on student behavior from the perspective of teachers, and it provides a framework for future research studies to focus on how specific components of SEL programs impact student behavior and learning. [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.]