There are few teacher trainings that focus on the development of social and emotional competencies for teachers (SECT) despite a large research base showing its relevance to teaching, learning, and academic success. Research suggests a major reason many current professional development (PD) models are not effective nor show utility to the immediate context of teachers is that they are externally developed and driven without consideration of the teachers' voice. Further, they are not created to be context-specific. This study employs a qualitative, participatory action research design (PAR) to use the teachers' perspectives at an urban elementary charter school to create a local model of professional development with the goal of enhancing social and emotional competencies of teachers. Findings reveal a local definition of PD, indicate the importance of considering macrosystemic policies, systems level policies and practices, and interpersonal supports as potential influences on SECT.