The teacher stress epidemic has serious consequences, impacting the teacher, the classrooms of students they teach, as well as the school sites and districts in which they work. Educational organizations have a responsibility to help promote the health and wellness of their teachers and to ensure that teacher stress does not negatively impact students. It is important for educational leaders and teachers to know how teacher stress and well-being impact health and teacher performance, as well as what individual and organizational factors help and hinder teacher well-being. Additionally, it is helpful to understand how Social Emotional Wellness of teachers impacts students, colleagues, employee engagement, and organizational well-being. Clark and Estes' (2008) conceptual framework was utilized in this study to identify the knowledge, motivation, and organization influences related to the Social Emotional Wellness (SEW) of teachers. A thorough literature review was presented, and surveys and interviews were conducted and analyzed. Teachers who participated in BREATHtaking or SEL 2.0 had a clear understanding of SEW and its impact on their teaching and classroom climate, demonstrated a strong motivation to transfer their learning into practice, and reported increased self-efficacy and engagement with work. Recommendations for the organization were provided in this study related to ways in which validated influences could be addressed through Professional Learning and organizational policies, practices, systems, and structures.