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The majority of parents in the United States recognize that social and emotional skills are a high priority for their children's success (Princeton Survey Research Associates International, 2015), but most cannot readily articulate how they are utilizing or promoting these skills in their own families (Zero to Three, 2016). Even professionals in the field of social and emotional learning (SEL) may struggle in making the translation between their professional knowledge and their personal parenting practices. In the present study, we aimed to understand the connection between the scholarly field of SEL and the lived experiences of parents who engage with SEL in a practical setting. Specifically, we studied SEL professionals who were also parents to determine how they see the overlap between school-based SEL and the role of SEL in families. Survey items assessed their priorities for their children's development and their parenting. Responses were analyzed for the degree to which they aligned with a prominent SEL framework created by the Collaborative for Academic and Social and Emotional Learning. This framework has not yet been applied extensively to parenting, but results from this study suggest that even when terminology differs, underlying social and emotional priorities for children and parenting show substantial overlap. The purpose of this investigation--built upon the research base of SEL in schools--is to raise questions, offer a model for further inquiry, and draw connections between our knowledge of school-based social and emotional learning and parenting.