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This article presents the results of qualitative research conducted with sixteen kindergarten teachers. The overall goal was to identify in-service training needs (perceived as a priority) related to the development of socio-emotional competencies. To further explore the data collected, the teachers were interviewed in a semi-structured format. The results reveal, among other things, needs related to relational skills, one of the areas identified in several works of the Collaborative for Academic, Social, and Emotional Learning (CASEL) (Zins et al. 2004). These results will make it possible to formulate hypotheses for reflection and action that can be implemented in the context of the in-service training of kindergarten teachers, in order to ensure not only their well-being but above all positive interpersonal relationships with all the partners involved in this so-called relational work.