This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this article analyzes how pedagogical approaches that emphasize social and emotional learning affect teacher well-being and support practices associated with positive classroom culture. Analyses found that the DIA professional development program promotes an increase in teacher practices attending to social and emotional learning, such as emotional awareness, self-reflection, and student-centered learning. Teachers participating in the DIA professional development program also reported less emotional burnout and distress than control teachers. Analyses suggest that the DIA program may serve as a protective factor from emotional distress among teachers, promoting emotional support for students and student-centered learning.