Research has emphasized that SEL program implementation in preschool settings not only merits special consideration regarding content, instructional approaches, and opportunities to practice skills (Bierman & Motamedi, 2015; Denham, 2018; Jones & Doolittle, 2017; Mahoney et al., 2021), but also should be implemented using a culturally relevant and sustaining approach to address the needs of diverse populations (Barnes, 2019). To understand early childhood teachers' perceptions of SEL integration and their approaches to culturally relevant SEL in classrooms from preschool to second grade, we analyzed the free responses on teachers' attitudes and beliefs towards culturally responsive SEL from the survey conducted that focused on early childhood teachers' perceptions of PBIS and SEL. Findings suggest that teachers' perceptions varied from being aware of how their schools implemented or did not implement culturally relevant SEL to being unsure if their SEL programs attended to cultural relevance. Others were dismissive of the idea of culturally relevant SEL as their beliefs were grounded in the idea that they should not cater to a particular student population. Findings are discussed for further practical and research implications.