This case describes one university's journey to embed social, emotional, and cultural learning (SEC) deeply into a three-semester combined multiple-subject credential and MA program centered on social justice. The authors describe stages of program development and point to key anchor competencies they believe essential for beginning teachers and critical to enabling them to teach social-emotional learning skills in culturally sustaining classrooms. The authors describe course activities, readings and assessments and the development of "throughlines" connecting key concepts and essential practices across courses, concluding with the challenges of integrating the many theories that inform this work.