Social-Emotional Learning (SEL) is a systematic approach through which individuals, particularly pupils, develop and apply the understanding, abilities, and attitudes necessary for creating healthy identities. Both adults and students can benefit from SEL as it helps empower them and reduce inequalities. According to research, teachers are vital for developing social and emotional competencies in students. Through semi-structured interviews with government school teachers in the districts of Shaheed Benazirabad and Matiari in Sindh province, this qualitative study seeks to explore how instructors in public sector schools perceive and comprehend SEL and how it is implemented in their classrooms. The findings reveal that while the teachers demonstrated adequate awareness of SEL, they significantly lacked its deeper understanding (SEL facets outlined in the CASEL framework). The participants cited several barriers, including the socio-cultural factors and institutional barriers, all contributing towards the lack of implementation of SEL. They further highlighted the inefficient role of the government in aiding teachers to implement SEL for students. The study contributes to understanding how teachers perceive SEL and underscores the need for the Government of Sindh to implement interventions that foster SEL into educational practices for the holistic development of students in schools.