In Israel, several SEL curricula is offered to preschool teachers to support their practices and teaching skills however, their evidence-based practices are scarce. This study investigates the contribution of a specific SEL preschool continuing education program (‘Hacoach Lifroach’ – ‘The power to bloom’, in Hebrew) to teachers’ personal social-emotional competence and well-being, and their perceptions regarding practicable professional development in these domains.