This research study explores the impact that school district provided professional development has on teacher buy-in for social and emotional learning (SEL). At the time of this study, the literature on social and emotional learning focuses on the impact it has on students and on the impact, it has on academic programming. Literature examining the impact of professional development on buy-in for social and emotional learning is very limited at this time. The findings of this research may assist district-level and school-level administrators determine the best way to introduce and implement professional development process for teachers. Moreover, by fine tuning the professional development process, students and teachers will directly benefit due to the successful implementation of a social and emotional learning curriculum. Based on the overall research on social and emotional learning, students are more successful in school when they can manage their own emotions, understand and take the perspective of those around them and make choices that are socially sound (Weissberg et al., 2015). These are the main social and emotional skills that are covered by SEL programs and the need to focus on these areas may be more important than even due to the impact of technology on students' learning and interpersonal skills (Osher et al., 2016). In addition, an issue brief by the Pennsylvania State University and the Robert Wood Johnson Foundation, indicated that individuals with strong social and emotional skills not only have improved academics in schools, but also have better outcomes when it comes to employment and "lower chances of substance abuse, antisocial behavior and relationship problems" (Jones et al., 2017, p. 3). With literature showing that social and emotional learning has a positive impact on students in multiple ways, it's important that school districts begin to implement initiatives that provide social and emotional skills for students. During implementation, it is important to understand how teachers' beliefs and attitudes will influence the adoption, sustainability and impact of any social and emotional programing that is implemented in a school system (Van Huynh et al., 2018). While professional development has shown to be beneficial to help implantation, it has not been identified if it also helps to change teacher beliefs and attitudes. Doing so would help to garner teacher buy-in for social and emotional learning, thus making these initiatives last long into the future. [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.]