This study aimed to verify the effectiveness of a social-emotional competency enhancement program on depression and social-emotional competency of maladjusted students in the upper grades of elementary school. For this purpose, 20 maladjusted students in the upper grades of A Elementary School in City B were randomly assigned to an experimental group and a waiting-control group, with 10 students each, A total of 12 sessions of the program was implemented 40 minutes, and depression and social-emotional competency scale data were collected and comparative analysis at pre-, post-, post-time points. As a result, it was confirmed that the experimental group had a significant effect compared to the waiting-control group in depression and social-emotional competence. It is expected that the program will be used as a targeted prevention program for maladjusted students in upper grades of elementary schools. Suggestions and implications for follow-up studies were discussed.