This mixed-methods case study was designed to explore and comprehend the perceptions of secondary educators regarding social-emotional learning (SEL) training and implementation. Data were gathered via a survey of 10 middle school educators to determine their awareness of SEL prior to participating in SEL training. The training was in the form of a book study that included reflective assignments and a case study. After completing the SEL training, the participants were surveyed again to identify any themes and possible intrinsic growth resulting from their SEL training experience. The results showed a positive net gain score from presurvey to postsurvey as it related to the participants' self-confidence with specific SEL domains. The research supports that when secondary educators participate in SEL training, their SEL awareness and confidence both increase. To enhance the effectiveness of SEL programs, it is essential to focus on providing more time for SEL professional development. This will enable educators, both preservice and veteran, to gain a deeper understanding of SEL and develop the skills they need to effectively implement it in their classrooms. By increasing educator awareness and confidence in SEL, they will be better equipped to support the social and emotional needs of their students, leading to improved academic outcomes and overall well-being. Therefore, prioritizing SEL professional development is crucial for the successful implementation of SEL programs in schools. [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.]