This qualitative study explored the practices of Belizean urban, preschool teachers when teaching social and emotional skills (SES). It sought to shed light on their understanding of social and emotional development (SED) with a view to highlighting possibilities for and challenges with improving the teaching of SES at the preschool level. A sample of 6 preschool teachers was interviewed, observed, and asked to provide a self-evaluation reflection on their social and emotional teaching practices.