Spirituality is an important factor in supporting resilience and well-being among children, yet it is not often discussed in the field of school psychology or the public school setting. Indeed, aspects of spirituality align with the core components of social-emotional learning (SEL), such as awareness of self and others, relationship skills, and responsible decision-making. The aims of this study were to explore public school teachers' perspectives of spirituality and SEL in the classroom and their relationship to student well-being. Semi-structured interviews were conducted with twelve public school educators, and the data were analyzed using a thematic analysis approach. Themes and subthemes reflect participants' perspectives of the components of spirituality, pushback in the school, and their reflections on discussing spirituality and SEL. We also discuss implications for school psychologists, limitations, and future directions.