The researcher of this study explored teachers' perceptions of preparedness to teach and model social emotional learning in a post-pandemic classroom. This study was conducted in a large Northeastern high school and employed a qualitative methodology and a single case study design. CASEL's framework of five social emotional competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, was the lens the researcher used to explore the data. The first research question explored how undergraduate programs and pre-service training prepared teachers to teach and model social emotional learning (SEL) in a post-pandemic classroom. The second research question focused on descriptions of how school supports and professional developments affected teacher's efficacy in implementing certain SEL strategies. The final research question allowed participants to describe the additional training or school supports they believed would assist their ability to implement SEL strategies in a post-pandemic classroom. Once the data was collected, the researcher used NVivo software to qualitatively code the online open-ended questionnaire and manually coded interview transcripts. The results revealed that teachers did not feel prepared to teach and model SEL after their undergraduate programs or pre-service training. Furthermore, the COVID-19 pandemic and lockdown led to increased SEL implementation expectations from teachers. Teachers described the SEL professional developments and school supports as too broad, unspecific, or not sought out, leaving teachers feeling unprepared. Teachers thought future training to improve efficacy in implementing SEL in the classroom should be consistent, strategy-based, and progressive. In addition, teachers believed future SEL support should include more staff, counselors, and mental health professionals. Future research recommendations include investigating how undergraduate programs adjust coursework to prepare teachers to meet the increased SEL expectations of today's post-pandemic classrooms and investigating the communication of SEL expectations and policies to staff. [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.]