Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to determine if these students were benefiting from placement in their respective settings. Progress was assessed using behavior rating scales, standardized measures, curriculum-based measures, and school record data. Results revealed limited academic improvement in either setting with no significant differences between groups on any of the standardized or curriculum-based measures, with the exception of written expression. In addition, there was limited progress in the behavioral and social domains. There were no significant differences in the progress of students in either setting in social skills, externalizing behavior, and disciplinary contacts. However, the internalizing behaviors were able to differentiate between groups. Implications of these findings were discussed in light of the limitations and directions for future research were offered. (Contains 2 tables.)