The aim of the present study was to analyze teachers' written self-reflections after implementation of a social-emotional learning program, which was recently developed specifically for the sociocultural context of Latvia. The goal of the analysis was to examine how teachers reflect upon their own strengths and weaknesses in implementing the program. Participants were 630 classroom teachers (614 female and 16 male) aged 22 to 75 years (M = 45.04, SD = 9.95). Thematic analysis of the teachers' written self-reflections led to five thematic categories: (a) evaluation of pupils' performance, (b) teacher's professional competencies, (c) evaluation of the program, (d) relationship aspects, and (e) teacher's personal competencies. The majority of the teachers' reflections were focused upon their pupils' performance or their own professional competencies. Only a relatively small percentage of the teachers actually reflected upon their own social and emotional skills in relation to successful implementation of the program. The results of this study imply that, in future training seminars, teachers should be encouraged to place greater focus on their abilities of self-observation and reflection regarding their own social and emotional competencies in order for them to more effectively implement the social-emotional learning program.