Teacher education has found new direction in the demonstrated need for social-emotional development as a focus in our public schools. This article chronicles historic approaches to social-emotional development with references to various fields of study, leading to the recent consensus on what knowledge and skills define an appropriate education for the 21st century. A case study of one teacher education program that successfully integrates a focus on social-emotional learning is presented, using telling cases taken from teacher candidates' fieldwork and thesis projects. Additional evidence of successful preparation of teachers who attend to the social-emotional development of their students in their own classrooms is also presented. Teacher education programs interested in deepening and expanding a focus on social-emotional development will find both supporting theory and effective practices to obtain that outcome.