Teachers' social and emotional learning (SEL) beliefs can impact SEL implementation efforts and consistency in primary and secondary schools. The diffusion of innovations theory is a suitable framework for understanding problems with SEL implementation and diffusion within educational organizations and among teachers over time. The purpose of this nonexperimental predictive correlational study was to investigate whether California teachers' grade levels and years of teaching experience predicted their SEL beliefs, as these factors may impact teachers' SEL implementation efforts. Criterion-based purposive sampling was used to recruit 69 California teachers who worked in PreK-12 classrooms during the 2023-2024 school year. Teacher participants completed a 3- to 5-minute consent form and demographic questionnaire and a 10-minute Likert-type survey on their SEL beliefs. Data analysis included calculating means, standard deviations, tests for assumptions for multiple regression, and Spearman correlations to identify additional findings. The results showed that neither grade level nor years of teaching experience predicted teachers' SEL beliefs. [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.]