This study is part of a bigger research project that addresses the infusion of social emotional learning (SEL) in students’ academic subjects such as English, Mathematics, Science and Character Education. Seventy-six teachers were involved in the infusion of SEL in four schools. After the Posttest 1, besides administering a teacher questionnaire, 19 out of 76 teachers were interviewed individually to assess their perceptions of SEL, their views on their SEL infusion in class and their perceptions of the factors that enhance or hinder SEL implementation. The interview questions were divided into three categories: the importance of social and emotional competencies (SECs) for students; infusion of SEL into the school curricula and their own attempts atimparting SECs to their students during their lessons. Teachers‘ perceptions of their role in infusing SEL and their doubtful belief that SEL will lead to students’ academic achievement may impede the success of their SEL infusion in class. Furthermore, although they perceived that students with low SECs have poor self-management and relationship-management skills, they did not transla te this into practice in enhancing their students’ SEL. Implications for the classroom will be discussed.