<p>This process study details the steps involved in culturally adapting the evidence-based social-emotional learning (SEL) curriculum, Merrell’s Strong Teens (Carrizales et al., 2016), for Black youth. Information obtained from both literature reviews and Black individuals supported modifications aligned with the domains outlined in Bernal’s Ecological Validity Framework (Bernal et al., 1995). The process occurred in two stages, with the first set of changes informed by current literature on Black culture. During the next stage, a phenomenological and constructivist approach was employed to ascertain the lived experiences of Black youth and youth mental health from four Black educators with experience working with Black youth schools and two Black adolescents using a semi-structured interview. Interview questions assessed participant perceptions of racially and culturally specific risk and protective factors, conceptualizations of internalizing symptoms, and views on social-emotional learning. Qualitative responses were analyzed using thematic analysis. While the participants responded positively to the initial modifications, suggestions for additional changes were summarized into three themes, each representing a core domain of the EVF model: Content, Context, and Persons. Through a discussion of the cultural adaptation process, the importance of engaging in culturally relevant practices for minoritized individuals and the need to include community members' voices is highlighted.</p>