Considerable research has documented the effects that high-quality preschool programs can have on children’s early learning and cognitive development, including language, literacy, reading and math skills (Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Weiland & Yoshikawa, 2013; Yoshikawa et al., 2013; Xiang & Schweinhart, 2002). Quality preschool programs have also been associated with improvements in students’ social-emotional skills, which are essential for school readiness and later success (Yates et al., 2008). There is also evidence that preschool programs can help to reduce disparities for children with varying sociodemographic characteristics associated with poorer academic performance (Gormley & Gayer, 2005; Magnuson et al., 2004; Magnuson, Ruhm, & Waldfogel, 2007; Weiland & Yoshikawa, 2013). Due to the importance of quality early childhood education programs for students’ academic success, many different interventions and curricula have been designed to enhance social-emotional development in preschool programs. The present study examined one of these curricula, Teaching Strategies GOLD (TS GOLD), which seeks to prepare children for kindergarten by providing research-based resources to be used in classroom settings. Specifically, the present study examined the association between pre-kindergarten teachers’ use of TS GOLD classroom strategies and students’ social-emotional development.