Understanding how social-emotional learning develops in middle level education is important for educators and parents as they work to guide youth toward healthy relationships and responsible citizenship. Many studies demonstrate that students who participate in theater have shown greater emotional health and more capacity to move through conflict positively. This study asks if social-emotional learning through theater education can still happen outside of a formal educational setting. This mixed-method investigation of a week-long summer theatre camp for upper elementary and middle school youth studied four aspects of social-emotional learning: task articulation, self-regulation, peer relationships and confidence. The findings demonstrate relationships between the four aspects of social-emotional learning and suggests that social-emotional learning may not need to be formal to be impactful for students' development.