This study examined teacher characteristics associated with the fidelity of implementation of a social emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first month of implementation. These observations captured the quality of their initial lesson delivery. At the end of the first month, teachers reported on their adherence to the curriculum’s pacing guide. Each of these fidelities of implementation measures served as criterion variables. During the first month of the school year (and prior to curriculum implementation), teachers rated their self-efficacy for managing classroom behavior, and observers assessed teachers on three domains of interactions with students, that of emotional support, classroom organization, and instructional support. These measures, along with school participation in the program (voluntary vs. mandatory) and teacher demographics, served as predictor variables. (author abstract)