This research addresses the importance of improving behavior, both in and out of the classroom, and academic achievement in children. This research provides the means for elementary school children to become self-aware of their emotional state leading to improved self-regulation, and better academic and behavioral achievement. The participants of the study included students in second and fifth grade, their teachers, and parents. The students attended various districts and schools in Kansas and Oklahoma. The students were taught, and provided with, tools and strategies to help with managing self-control. Using these tools, students were able to recognize when they were becoming dysregulated and were more capable of regulating impulses, emotions, and disruptive behaviors. An improvement in student behavior was evident from the parent and teacher’s perspectives. The results also indicate an improvement in emotional and behavioral response from the student’s personal perspective. In addition to behavioral improvements, an improvement in academic achievement was also observed in reading, language arts, and mathematics. The results of this research could have major implications for the future of social-emotional learning in the classroom. This research indicates that the implementation of social and emotional learning techniques in the general education classroom positively impacts a student’s academic performance and behavior in and out of the classroom. Implementing these practices universally, in all classrooms, could provide the tools children need to grow into adults who can self-regulate and ultimately improve their quality of life.