While there is evidence suggesting school-based transitions impact student mental health and academics (Lester et al., 2013), it is unknown how these transitions specifically impact the domains of social, academic, and emotional behavior, as measured via the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). The purpose of this study was to explore the relationship between school-based transitions and teacher ratings of student SAEBRS scores in a midsize, suburban school district. Using paired t-tests and McNemar's test we examined changes in SAEBRS scores and benchmark risk levels across grade level changes and school-based transitions. SAEBRS scores decreased significantly from 8th to 9th grade (school-based transition) in the total, academic, and emotional subscales, although risk level did not increase significantly during this transition. In contrast, SAEBRS scores increased significantly in each subscale as students transitioned from 7th to 8th grade (no school-based transition). Implications for research and school psychology are discussed.