Social-emotional learning (SEL) involves developing self-awareness, self-control, and interpersonal skills crucial for success in school, work, and life. This study aimed to explore middle school teachers' perceptions of SEL implementation, the support needed, and the strategies used. It also examined the relationship between these perceptions and teacher demographics. A convenience sample of 25 middle school teachers (grades 6-8) completed a survey with 42 prompts across nine categories and five demographic questions, rated on a 5-point Likert scale. This quantitative correlational study utilized descriptive statistics and Spearman's rho correlation coefficient for analysis. The findings indicated that while most teachers observed SEL activities occurring occasionally throughout the school year, family partnerships were more commonly formed than community partnerships. Teachers generally agreed that SEL contributed to student engagement and success but noted that some SEL aspects were lacking and not consistently implemented. Correlation analyses showed significant variation in SEL perceptions based on grade level taught, years of service, SEL team member status, and gender. However, teacher ethnicity did not correlate with perceptions of SEL implementation or the continuum of integrated supports. [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.]