This study aimed to investigate the intended curriculum of a K-3 pre-service teacher education programme at a large university in Sweden and its focus on social emotional learning. Regulatory documents and semi-structured interviews with course leaders were examined through abductive content analysis. An implicit focus on pre-service teachers' social learning was identified. Further research is needed to examine a) how successful social learning can be without an explicit focus on the development of emotional skills; and b) what pre-service teachers' own social emotional learning means when it comes to their readiness and ability to support pupils’ social emotional development.