The purpose of the study was to develop studies on social and emotional learning in Physical Education Teacher Education and to examine students´ experiences in using and learning social interaction skills. This action research case study in the field of physical education pedagogy employs the theoretical framework of humanistic psychology and the philosophy of dialogue. The data from questionnaires, diaries and group interviews were analysed by qualitative content analysis, analysis of narratives and a further content analysis in order to discover the hidden significance of students´ experiences.The study comprised two phases. In Phase I, a course of social interaction skills was planned, implemented and evaluated. Participants were 33 physical education (PE) students and the teacher-researcher. In Phase II, an advanced course of social interaction skills was created, and PE student teachers´ (n = 17) experiences of demanding social interactive situations and their use of the skills learned in teaching practice were studied. The results, in Phase I, indicated that the course of social interaction skills worked well and the course content and teaching methods were beneficial. The most productive teaching methods were discussion, demonstration, exercises and using stories. A sense of security in a group turned out to be crucial when learning these skills.In Phase II, the demanding interaction situations that student teachers faced were conflicts with overactive and unmotivated pupils, and the varied emotions of pupils. Most of the student teachers reported using social interaction skills, mostly listening skills. However, the student teachers´ mode of speaking was dichotomous and highlighted tensions experienced in a teacher´s work. It is recommended that courses on social and emotional learning are included in teacher education programmes.