This study investigated how children's social and emotional learning (SEL) might reflect their teachers' social and emotional teaching (SET) by means of social learning. To this end, the research team conducted 20 videotaped observation sessions of four teachers' SET and 71 children's SEL during whole-group instruction in four kindergarten classrooms in Hong Kong. The research team coded SET and SEL based on teacher and child utterances for evidence of the CASEL's five key social and emotional competencies ("Self-Awareness," "Self-Management," "Social Awareness," "Relationship Skills," and "Responsible Decision-Making"). Additionally, we coded a one-on-one correspondence between each competency and one of the four strategies identified ("Telling/Commanding/Directing," "Explaining," "Asking Questions," and "Affirming/Confirming"). Both the teachers and children evidenced "Responsible Decision-Making" the most. Except for "Social Awareness," the teachers' SET and children's SEL in the other four competencies were correlated significantly and strongly. Furthermore, among the five strategies, teachers primarily utilized the "Asking Questions" strategy, while children predominantly corresponded with the "Telling" strategy. Significant correlations were observed among the strategies: between teachers' "Asking Questions" and children's "Telling," between teachers' "Asking Questions" and children's "Explaining," between teachers' "Explaining" and children's "Explaining," "Asking Questions," and "Affirming/Confirming," and between teachers' "Affirming/Confirming" and children's "Telling." These findings suggest that social learning was at work to guide children's SEL in the context of their teachers' SET.