Because of the COVID-19 pandemic, young children did not attend school in the traditional setting. However, many teachers, schools, and districts conducted online instruction to allow students to still learn despite the restrictions. After two years, teachers and students returned to the classrooms and schools. However, the time away from school resulted in several issues. One, children's learning practices were atypical due to the great amount of time online. The second issue reinvigorated the need for social-emotional learning (SEL) for students. This article traces the use of SEL by a first-grade teacher who incorporated children's books that focused on the SEL competencies as described by the well-known Collaborative for Academic, Social, and Emotional (CASEL) program (CASEL, 2019a)--including mental health conditions, substance abuse, skills to manage emotions, establishing and maintaining positive relationships, and responsible decision-making. The first-grade teacher shows her strength as a teacher to support her students during this time of transition.