The present study explored how Chinese early childhood teachers' self-perceptions of their pedagogical content knowledge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. Additionally, this research explored teachers' understanding of their knowledge, beliefs, and attitudes towards SEL. The study involved surveying 167 early childhood teachers using the Pedagogical Content Knowledge Scale and the SEL Beliefs and Attitudes Scales, as well as conducting semi-structured interviews with 10 early childhood teachers. The study found that teachers' pedagogical content knowledge and beliefs towards SEL may differ based on their teaching age and educational background. Nevertheless, there is more complexity to these variations than initially assumed, and comprehending this complexity can provide valuable insights into the teachers' current situation. While teachers demonstrated a positive attitude towards SEL and recognized its significance in promoting children's overall development, they exhibited lower pedagogical content knowledge scores. This deficit was attributed to a lack of well-structured and high-quality professional learning opportunities. In conclusion, this study aimed to reveal the current state of social-emotional learning among Chinese early childhood teachers, thus addressing a perceived deficiency in the existing Chinese empirical literature.