This study explored relationships between two sets of learning standards for students and classroom teaching practices. Specifically, it examined associations among (a) the Illinois Social Emotional Learning (SEL) standards and English Language Arts (ELA) standards, (b) district and school supports for the use of these standards, (c) teacher attitudes about the standards, and (d) classroom SEL and ELA practices. One hundred and eighty nine teachers from 13 elementary schools completed a survey on classroom practices including instruction, curriculum, and assessment of student learning and the school context including organizational structures, professional development, and accountability. Results indicated that although teachers were motivated to learn about and use the SEL standards, their actual use of the SEL standards was limited. Teachers also reported limited supports available to help them implement the SEL standards. In contrast, they used the ELA standards to a higher degree to inform their teaching and were supported through systematic organizational supports at their school and district. Multilevel analyses revealed stronger school effects than individual effects on classroom practices. Schools that provided professional development and accountability supports had a higher number of teachers who practiced effective instruction and curriculum strategies. The use of SEL standards in a school was significantly related to SEL instruction and curriculum but not to assessment. On the other hand, the use of ELA standards in schools was significantly related to ELA assessment but not to instruction and curriculum. The results are interpreted in the light of the current educational policy context that provides strong accountability systems and supports for the well-established ELA standards but none yet for the SEL standards that have been more recently developed. The results suggest future steps to improve the awareness and application of the SEL standards in order to successfully implement a state policy on children's social and emotional development.