Bullying is the most common experience of victimization that mostly occurs among school-aged children. The general problem that the researcher explored was whether specific social-emotional learning programs are effective in reducing instances of bullying in elementary schools. The purpose of this study was to examine elementary school counselors' perceptions on the efficacy of the fourth edition of Second Step® in increasing social-emotional skills among elementary students and reducing instances of bullying. In this study, the researcher utilized up to seven elementary schools within a school district in North Carolina as research sites. Each of these schools employs either the fourth edition of Second Step® or an earlier version of the same program. The research sample included six participants, consisting of three to five school counselors and one administrator from each research site. The researcher used a qualitative multiple case study research design in order to answer three research questions: (a) How do school counselors' evaluations of Second Step® differ from those of school administrators? (b) How have school counselors' perceptions of Second StepRTM evolved or changed over time? and (c) How do school counselors assess the efficacy of the fourth edition of Second Step RTM within the context of previous editions of the same program? The research sample included three to five school counselors and one administrator from each of the research sites, for a total of six subject participants. The researcher collected data using semistructured interviews made up of open-ended questions and analyzed the resultant data using thematic analysis. Within the first research question, there were three major themes: differences in job duties and responsibilities, differences in work days, and views of the administrator on Second Step. Within the second research question, there were four themes: perceptions of bullying, understanding of Second Step, use of Second Step, and Second Step's understanding of counselors. Within this third research question, there were four major themes that emerged from the data: current bullying protocol, effectiveness of the program, differences in versions, and suggestions for practical improvement. These results expand the existing body of literature on the implementation of social-emotional programs, especially those designed for bullying prevention, as well as on Second Step. The researcher recommends that the suggestions for further development of the program be implemented by the Second Step program developers. These include more video material, focus on real-life situations, and making the price more affordable. In addition, the current research design could be implemented with a wider audience--including different states and ethnic groups--in order to determine whether the fourth edition of Second Step is as effective to a larger audience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]