Teachers are the primary deliverers of Social-Emotional Learning (SEL) program, and therefore their beliefs, attitudes, and support towards SEL influence the adoption, sustainability, and impacts of this program. The aim of the present research is to measure the perception of social emotional learning education among Vietnamese primary school teachers. A group of 250 Vietnamese primary school teachers (142 males and 108 females) participated in the survey. They completed the Teachers' Perceptions of Social Emotional Learning scale (TPSEL). The scale included four subscales which are the Teachers' perceived level of the necessity of SEL education in primary schools (TPN), the Teachers' perceived level of the importance of SEL education in primary schools (TPI), the Teachers' perceived level of concern about SEL education in primary schools (TPC), and the Barriers to the Implementation of SEL Programs (BISEL). Results showed significant differences in BISEL among the teachers with different years of teaching experience. Moreover, various educational backgrounds affected TPN and BISEL considerably. The interaction effect on TPN and BISEL was found. The results suggested that regardless of the differences in educational backgrounds and years of experience, the teachers were all aware of the necessity as well as the challenges when implementing SEL in classrooms in primary schools.