This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers' initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies.