This article details one teacher education department's process of addressing the social-emotional learning of preservice teachers and, ultimately, their P-12 learners. We used an innovative social-emotional learning framework utilizing the professional learning communities model for faculty development and program implementation. It uses multiple project artifacts to retell the narrative of faculty development and analyze key factors in implementation. The insights shared in this article have implications for others infusing social-emotional learning into their teacher education programs or utilizing professional learning communities for faculty development.