More than 55 million students in the U.S. were reported to be impacted by COVID-19. Students faced a variety of challenges in academic, social, emotional, and behavioral areas. Teachers also reported increase of mental health concerns due to unprecedented stress and rise of students’ challenges. An extensive body of research found that social-emotional skills are significantly associated with the students' social-emotional well-being and academic success (Cipriano et al., 2023; Durlak et al., 2011; Eisenberg, 2006; Guerra & Bradshaw, 2008; Masten & Coatsworth, 1998; Weissberg & Greenberg, 1998). Also, researchers have found that the success of social-emotional learning (SEL) interventions depends on effective implementation (Elbertson et al., 2009; Barnes&McCallops, 2019). However, there is lack of research investigating SEL implementation practices as well as the factors that influence teachers’ implementation practices. The purpose of this study was to explore the teacher-level characteristics that predict teachers’ implementation of Responsive Classroom (RC) approach in a middle schools in an urban district in the southern United States. Sixty-one teachers who completed RC training completed the Teacher Belief, Culturally Responsive Teaching Self-Efficacy Scale, and Fidelity checklist across different data collection periods during the 2021-2022 academic year. In addition, teachers provided their demographic information that includes their gender, race/ethnicity, years of experience, and years of education. Descriptive statistics, correlational analysis, and multiple regression analysis were conducted to understand the relationship between all variables. Findings suggest that race and Culturally Responsive Teaching Self-Efficacy were positively associated with the dosage of implementing RC approach. A summary of findings, detailed descriptions of item-level analysis, limitations, contribution to literature, and possible implication for future research are discussed.