Social and emotional learning (SEL) is the development and application of social and emotional knowledge and skills that promote a sense of self-worth and awareness that enable one to bond and interact openly and confidently with others. This chapter will draw upon studies of learning in the Pacific region to consider the extent to which teachers employ SEL perspectives, either explicitly or implicitly, in their classroom practice. We consider the value of integrating SEL theories and practices within a Traditional Knowledge Approach (TKA) framework. The evidence from studies in the Fiji Isles suggests that where integration of these approaches does take place, students tend to be more engaged with their learning. Moreover, there is evidence that teachers who adopt an integrated SEL/TKA approach into their classroom practice find that the purposeful use of TKA, informed by SEL theories, enable them to achieve better learning outcomes.