The purpose of this quantitative study was to examine the impact of the social emotional learning program, Second Step®, on students' social emotional competency scores and academic achievement using three elementary schools. This study also evaluated teacher perceptions of Second Step® and the observed impact of Second Step® implementation on students' social emotional skill application. The findings of this correlational analysis could provide guidance to school districts considering the implementation of a formal social emotional learning program like Second Step®. The descriptive data collected indicated students' mean scores for social emotional competency increased from fall to spring semesters. The descriptive test results for the SEL competency scores also revealed a difference in students' mean scores by gender. The relationship between various assessment scores and SEC scores was analyzed through a Pearson correlation. The r values for all three schools indicated varying levels of strength with all relationships in the positive direction for the DESSA fall to spring semester scores and the Star 360 reading and math scores. The survey results suggested that the teachers in this study support the implementation of a formal social emotional learning program. Further research to identify the critical components of SEL instruction that directly impact student achievement is suggested by this researcher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]