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The aim of the phenomenological study is to analyze the implementation of social and emotional learning for middle school teachers and administrators in Tennessee middle schools. In terms of the relevance of the study, the notion of social and emotional learning can be interpreted as a way for both students and educators to become aware of emotions and learn interpersonal communication skills, self-control and responsible decision-making in order to achieve success in education. The theory that will be used for this study is CASEL in relation to social and emotional learning since this theory analyzes the connection between emotional competencies, motivation, and educational activities. The current phenomenological qualitative research will be conducted at chosen middle school located in Tennessee and will be comprised of individuals such as educators and administrators with prior experience of the implementation of social and emotional learning. Participants will be volunteers that have sufficient experience of the phenomenon under investigation. Semi-structured interviews, reflective notes, and document analysis will be used as data gathering techniques that would help gather rich descriptions of participants' experiences. Data analysis will be conducted by means of applying thematic coding to collected data in order to determine emerging themes and common perceptions regarding social and emotional learning implementation among middle schools.