This paper reviews the evidence on staff practices and quality programs that foster character development through social and emotional learning. The paper describes the state of the OST workforce, and barriers and opportunities to adding social and emotional learning to their job description. Specifically, the paper provides an overview of the literature on the characteristics of staff practices that yield positive youth outcomes and the readiness of the OST workforce to implement intentional opportunities for social and emotional learning. We explore current and potential future efforts in the field to prepare staff to incorporate practices that support social and emotional learning. The paper concludes with future directions for the field and recommendations for a research agenda to explore and understand the supports for staff that ultimately foster character development through social and emotional learning.