Social and emotional learning (SEL) skills such as growth mindset and perseverance have always been important for learning mathematics, but educators are not always explicit about how or intentional about integrating them into math classrooms. In the North East Independent School District in San Antonio, Texas, they are working to change that. Two years ago, Ashley Taplin, a math specialist and co-author of this article, attended a district-led session where co-author Carrie Edmond and her SEL/behavior team from the office of student leadership and well-being were sharing the importance of integrating social and emotional learning into instructional practices. North East Independent School District was in the early stages of this SEL integration, but Taplin was excited about the idea of applying it in mathematics instruction. She approached Edmond about next steps for putting the ideas into practice, and the four authors began to collaborate across their two offices. In this article, they describe how they have integrated SEL language and practices into multiple math curricula, prompting more intentional use of SEL across the district. They discuss the powerful partnership they created and the resulting collaborative coaching model. They conclude by reviewing their plans for the future and providing tips on how to begin to incorporate social and emotional learning or any collaborative coaching efforts at one's own campus or district.