Supporting the development of young children's social-emotional skills and competencies in preschool programs, including Head Start, is increasingly viewed as important. At the same time, there has been greater recognition of the need to adapt evidence-based programs for special populations such as the children and families of migrant and seasonal workers. The Migrant and Seasonal Head Start (MSHS) CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) case study provided an opportunity to evaluate the adaptation and implementation of an existing evidence-based, social-emotional curriculum for use in the MSHS program. The "Preschool PATHS" (Promoting Alternative Thinking Strategies) curriculum, which focuses on improving children's social-emotional problem-solving skills, was selected for adaptation from among three strategies that were tested in the national Head Start CARES demonstration. The study team and the curriculum developers worked with two MSHS grantees to identify needed adaptations to the program model, and two classrooms from each grantee implemented the adapted curriculum. Focusing on the two grantees' implementation experience, this report describes methods for delivering social-emotional programs in MSHS settings, as well as features inherent in MSHS centers and the characteristics of children in MSHS programs that can inform adaptations of other program models to these settings. Lessons from this study are relevant to the debate about how to balance the competing demands of fidelity to an evidence-based model with the need to adapt programs for special populations or circumstances. (author abstract)