There has been increasing discussion about the importance of building students' social-emotional competencies for their academic and behavioral success (Jones, Brush, Bailey, Brion-Meisels, McIntyre, Kahn, Nelson, & Stickle, 2017). However, the majority of these discussions focus on social-emotional skills (SEL) as a universal intervention, i.e., at Tier 1 within a multi-tiered system of support (Samuels, 2016). The context for multi-tiered interventions is changing, with students who might traditionally be defined as needing Tier 2 services--so-called at-risk students, or students with early signs of behavior or emotional difficulties--being served primarily in the Tier 1, the universal environment of the mainstreamed classroom. Yet, it is clear that learning SEL skills requires more than SEL instruction--it requires an environment in which the skills are prompted, cued, reminded, and reinforced consistently and over multiple years. If that is true for universal, Tier 1 learners, then it will be even more important for students learning in a Tier 2 context (Elias et al., 2015). This article discusses a case example of SEL applied in a coordinated, multi-tiered context with a particular focus on students at Tier 2 and Tier 3, i.e., students with identified difficulties in social-emotional competencies. In this new, integrative multi-tiered context, SEL 2.0--a combination of social-emotional and character development (SECD)--is the preferred strategy to employ (Elias, 2009). This is illustrated through the case discussion.