2017-07-21 The purpose of this dissertation was to examine how teacher education programs may or may not be instructing preservice teachers to learn about and teach for social emotional learning and development for students. I conducted a mixed methods study in which I interviewed program faculty and administrators, analyzed program documents such as syllabi and assignments, and interviewed and surveyed students regarding the ways in which social emotional learning (SEL) constructs were present in the coursework or fieldwork opportunities throughout one program. I also examined student networks in the program to see whether students were forming peer learning groups around SEL related topics, such as classroom management, student behaviors, or child development. I found that SEL was not introduced with any formalized framework or theory, yet elements of SEL were embedded into the program in various contexts. Students emerged with higher levels of SEL knowledge by their second year, but appeared to have less confidence than first years in terms of implementation in the classroom.