There is a need in schools to teach self-regulation skills so that students are primed for learning. Various interventions have been attempted after behaviors begin, but the 1-2-3 Wellness program aims to support students by teaching them skills to understand and regulate their emotions at a universal, or Tier 1, level of support. This study contributes to the current body of research on the effects of social-emotional learning on achievement. The purpose of this study was to determine the impact, if any, 1-2-3 Wellness as a universal Tier 1 Strategy has on reading achievement, behavior, and attendance. The study also examined teachers’ perceptions of the efficacy of 1-2-3 Wellness for addressing students’ social-emotional and academic needs in the classroom. The study occurred in a suburban elementary school and included participants in Grades one and two. The results of the study show that there was no statistically significant difference between 1-2-3 Wellness pre- and post-student reading assessments or student behavior referral data. The study did show a statistically significant difference between pre-intervention and post-intervention student average daily attendance. Teachers’ perceptions of the 1-2-3 Wellness program were also analyzed using an eight-question survey. The study found that teachers expected to see correlations in behavior data and post-1-2-3 Wellness implementation; however, the data did not show a correlation. The recommendations for future study include investigating 1-2-3 Wellness with older students and other measures of student learning and growth, including student perception data.