The purpose of this qualitative descriptive study was to investigate the perceptions and experiences of teacher candidates' training regarding social-emotional learning (SEL) skills while attending their education credential program in Nevada. The theoretical framework for this study is Bandura's (1994) theory of personal self-efficacy. According to Bandura, self-efficacy is an individual's belief in his/her ability to execute certain behaviors to attain a specific performance. This research provided teacher candidates and education credential programs insight into SEL skills preparation when answering the research questions: How did teacher candidates describe their perceptions with the training and education they received regarding social-emotional learning skills in their teacher education credential program? How did teacher candidates describe their experiences with the training they received regarding social-emotional learning skills in their teacher education credential program? A qualitative descriptive study was the methodological approach. The study involved a convenience sampling of 15 teacher candidates attending an education credential program in Nevada. The thematic analysis used in this study was guided by Braun and Clarke (2013). Results, participants felt comfortable with their training but could not produce SEL skills specifically taught in their credential program. The coursework did not specifically state they were learning SEL skills, but they had elements of SEL. Conclusion, the education program did not specifically train or teach SEL instructional strategies. [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.]