Preschool teachers' beliefs relating to the importance of social-emotional competence and teacher practices that support children's competence were investigated through surveys and focus groups. Survey results indicated that Head Start and public school pre-K teachers placed higher importance on social-emotional behaviours and skills than on early math and language and literacy behaviours and skills and reported a variety of practices to promote prosocial skills, pretend play, and friendships. Practices that support prosocial skills ranged from setting the tone of the social environment to responding to situations that arose. Similarly, practices that support pretend play focused on setting up pretend play scenarios and helping children play in those scenarios. Finally, practices to support friendships involved practices that may set the stage for friendship development, facilitating dyadic and small group interactions, and involving parents. Results are discussed in terms of connections with previous research and developmentally appropriate practice recommendations. (author abstract)