The role that schools play in promoting young people’s positive psychological functioning is well recognised and supported by an expanding evidence base. Central to fulfilling this role is the development of capacity in the teacher workforce. Teachers require a sound understanding of the important contribution of social and emotional skills to learning and wellbeing, and the capacity to confidently and skilfully engage in developing students’ social and emotional competencies. A range of professional learning approaches have been adopted to improve teachers’ capabilities to implement social emotional learning. This chapter will describe one approach, a 2 year, part-time postgraduate programme that aims specifically to assist teachers learn more about their role in social and emotional learning and promoting student wellbeing. The programme rationale, content and pedagogy will be described. The nexus between personal and professional learning will be highlighted alongside the need for teachers to develop an understanding of the implementation processes required to successfully engage others in social and emotional learning initiatives. The chapter will focus on the role of university-system partnerships in building teacher workforce capacity drawing upon the experience of a 16 year partnership between an educational system in Victoria, Australia, and a university school of education. It will explore the impact of postgraduate study on participating teachers and on system capacity to promote a social and emotional wellbeing strategy. The challenges in this agenda and emerging possibilities for professional learning in the domain of social and emotional learning are considered.