This study examines online and offline teacher preparation programs and how they currently integrate social emotional learning topics into their existing program models.  By examining what exists presently (such as within child development, or classroom management coursework), we can form a better descriptive picture of what teacher preparation of SEL looks like, and begin to develop some of the shared language and processes for instructional practice.  Data collection will include interviews of program leaders, administrators, and faculty to determine their views on how SEL fits into teacher preparation.  Course materials will also be examined to determine alignment to an existing research-based framework of developing teacher social emotional competencies.  Through documenting what is already established, we will better understand which aspects of SEL remain missing in programmatic efforts, and how we can build on existing initiatives to promote a better continuum of learning for teacher candidates.