This quantitative, nonexperimental study addressed the gap between research-established benefits and outcomes of social/emotional learning (SEL) implementation as compared to actual instances of implementation. Focusing on SEL and the specificity of use of CASEL SELect programs, the research questions of this study explored differences between implementation and usage, length of implementation, poverty classification, student growth composite (as measured by TVAAS composite), and attendance in elementary schools in Tennessee. I discuss specific implications for school counseling practice and consider the implementation of SEL as an intervention for holistic student success.