The growing trend of using multiple modes to teach English to non-native/second language speakers has led to teachers having to meet a greater number of social and emotional needs in the classroom. This study utilized both quantitative and qualitative methods to determine if social and emotional competence can support teacher-trainees in their use of multiple modes and if there are differences observed based on gender. Fifty ELT Teacher Training graduates (25 male and 25 female) completed an SEC-infused (social-emotional competence) four-week multimodal teacher-training course using the principles of Social-Emotional Learning (SEL). Pre- and post-intervention SEC measures were completed by all participants, and each participant was required to present a micro real-world teaching lesson using multiple methods of instruction, using evaluations from performance rubrics and peer reviews. The quantitative results using paired-samples t-tests found statistically significant improvements in the overall SEC scores and the individual SEC sub-dimensions for both groups, with large effect sizes. The results of one-way ANOVA tests indicated that the women’s group had significantly higher post-test scores for empathy and interpersonal communication, while the men’s group showed significantly better regulation of emotions and control of the classroom. The qualitative findings based on thematic analysis of participants’ reflective journals indicated that SEC was a major resource in supporting teacher-trainees in managing technological disruptions, managing learner engagement, and improving confidence in their own teaching. These findings currently support the argument that social-emotional competency should be integrated into teacher training within the Multiple Mode Approach to Teaching English Language Learners and that gender-responsive teacher-training models should be adopted.