The occurrence of behaviors that require disciplinary action will always be an issue without programs to support the social and emotional development of students at a young and critical age. The problem school districts face is how to appropriately and effectively provide consequences to different targeted age groups, based on their social and emotional cognitive levels. Even though there is an abundance of literature and information on recognized character education programs, there is limited information on home grown character education programs. This study investigated how students in an early childhood setting demonstrated growth in their social and emotional development, as perceived by kindergarten staff, parents and guardians. The home grown social and emotional program specifically targeted kindergarten students' ability to self-regulate emotions and behaviors as well as establish and maintain healthy relationships. A mixed-method approach was executed through the use of staff and parent surveys and interviews. Results showed an improvement in students' behavior in the areas of regulating emotions and establishing relationships as perceived by the parents, guardians, and kindergarten staff members. [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.]