This research draws upon a qualitative intrinsic case study methodology to gather perceptions of 15 school leaders in the province of Alberta, Canada, around social and emotional competencies in relation to their own leadership, school culture, and student learning. The premise behind this study is that school leaders who are socially and emotionally aware make better decisions and empower others through a set of highly developed competencies to effectively do their job. Findings from semi-structured interviews indicate that social and emotional competencies include a component of "knowing," as characterized by the leaders' first-hand knowledge of their role and responsibilities, as well as a component of "doing," as characterized by demonstrable ways that school leaders think, act, and feel. Specifically, participants referred to the areas of self-awareness, self-management, social awareness, relationship skills, and decision-making that they considered key to their own leadership and fostering positive school culture and student learning. The findings highlight strategies that these school leaders have used to navigate complexities and draw on their own social, emotional, and cultural competencies. Participants affirmed a need for further training in developing their own understanding of social and emotional competencies. Implications for professional learning are identified, including several recommendations to support school leader effectiveness, student learning, and overall well-being 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.]