Learning to teach is a complex process that ideally involves mentoring that extends across academic and clinical experiences to integrate curricular knowledge, instructional practice, and professional growth that continues throughout one’s career. Research supporting the reciprocal connection between student learning and well-being has led to the development of social and emotional learning (SEL) standards, policies, curricula, and interventions. Given that teachers play a crucial role in developing students’ SEL through their instructional practice and engagement within school communities, there has been a growing call for strategies to support educators with their own social-emotional competence (SEC). This chapter provides a brief overview of the SEL literature, focusing on the conceptual framework offered by the Collaborative for Academic Social and Emotional Learning. Drawing on the literature of mentorship and practice-based teacher education pedagogies, this chapter argues for a pedagogy of teacher education and professional development support that situates SEC as foundational for preparing teachers to enact SEL within school communities. SEC impact will be explored from the perspective of the Prosocial Classroom Model with teacher practice connected through the Integrative Model of Culturally Sustaining SEL in the Classroom.