Social and emotional learning (SEL) is an important component of early school readiness and healthy child development. Research has shown that children's development of social and emotional skills at preschool age is critical for long-term school and life success. Teachers play a key role in this process. There is evidence to indicate that effective SEL depends, among other factors on the way teachers construct and incorporate SEL in their daily practices. In this qualitative, exploratory study we aimed to uncover and understand Portuguese preschool teachers' representations and practices of SEL as a contribution to filling in a perceived gap in the Portuguese empirical literature. Our findings indicate that our participants shared a positive view and an awareness of the theoretical foundations of SEL. However, in terms of practice, they revealed to make use of a limited repertoire of SEL strategies, which points to the need for greater attention to the practices of SEL in teacher initial training and continuing professional development initiatives.