In spring 2019, senior methods teacher candidates at Southeastern Louisiana University designed and implemented social emotional learning (SEL) assignments in grades 1-8. This study investigated the usefulness of assignments and impact on classroom environment. Research shows integrating SEL into school curricula reduces disruptive behavior and dropout rates while increasing self-control and academic achievement. Twenty-seven teacher candidates completed a questionnaire containing Likert-style items and open-ended responses. Percentages and rating averages were calculated. The results revealed that teacher candidates strongly agreed (74%) that SEL assignments were relevant to their growth and development and useful in classroom situations. A cross-case thematic analysis was conducted on items addressing benefits, disadvantages of application, and teacher candidate self-reflections. One advantage was student self-reflection on emotions. A disadvantage was student honesty on formative assessments. Validated usefulness of these SEL assignments appears to justify their continuance in these methods courses and possibly in other teacher education programs.