This study explored high school teachers' perceptions of math anxiety in students and the use of Social-Emotional Learning (SEL) strategies to address it. The purpose of the study was to understand how teachers identified and managed math anxiety through SEL. A qualitative case study approach was used, involving semi-structured interviews with eight high school mathematics teachers from an independent school in South Florida. Data were collected and analyzed using thematic analysis and coding techniques with NVivo software. Key findings indicated that teachers observed significant math anxiety among students, manifesting as fear, frustration, and avoidance of math tasks. SEL strategies, including self-awareness, self-regulation, and relationship skills, were employed to help mitigate this anxiety, improving student engagement and performance. Teachers reported that these SEL strategies improved student engagement, confidence, and mathematical performance through a supportive learning environment that encouraged positive mathematical experiences. The implications highlighted the importance of integrating SEL into mathematics education to reduce anxiety and enhance student outcomes. This study contributed to the practice by providing insights into the practical application of SEL strategies in high school math classrooms, emphasizing the need for teacher training in SEL to effectively address math anxiety. [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.]