Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Archived scores for academic achievement and self-concept were evaluated for students in an urban school district in South Carolina with highly qualified special-education staff members. Academic achievement scores and self-concept scores for 2007 were compared between the two groups (n = 70 for each group), with 2005 scores used as a baseline. Composite academic achievement scores, as measured with the Measure of Academic Progress, were significantly higher in 2007 for MLRE students than for SCLE students, t(138) = 2.65, p = 0.009, although between-group differences were not significant at baseline. Academic scores improved from baseline to 2007 for the MLRE group, t(69) = 13.68, p < 0.001, and the SCLE group, t(69) = 8.16, p <0.001. There were no significant between-group differences in self-concept scores for 2007. Self-concept scores, as measured with the Piers-Harris 2, improved from baseline to 2007 for the MLRE group, t(69) = 7.61, p < 0.001, and the SCLE group, t(69) =7.53, p < 0.001. Split-plot analyses of variance showed no significant Year x Group interaction effects. The findings of the study demonstrated that when students with EBDs are given an opportunity with highly skilled professional staff members trained in both mental health counseling and special education, improvements are possible. The findings enhanced the broken-glass theory by demonstrating the potential of integrating academic skills with emotional and behavioral support. Additional research is needed to investigate more intensive and innovative strategies designed to help students with EBDs succeed academically and socially. Curriculum-based measurements should be investigated for this population to enhance and integrate academic, emotional, and behavioral skills within the context of highly expert learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]