Students with ED are more likely to be placed in restrictive settings than youth with any other disability classification, according to the U.S. Department of Education (2002). Despite a report that states, without prevarication, that improvement in services for children with ED continues to be a U.S. Department of Education (2010) priority as it has been for the last four decades, the educational, behavioral, and social outcomes for students with ED remain the worst of any disability group (Bradley, Henderson, & Monfore, 2004). Although the number of students enrolled in day treatment continues to grow, very little information is available about the quality of education and behavioral supports provided while high school students are enrolled in day treatment and as they return to their home schools. Few studies upon few studies are written by the same few researchers. In addition, despite the large numbers of students involved, we know very little about them (Cullinan & Sabornie, 2004). Behavioral interventions outside of the school environment have been well studied, but very limited research has focused on special education services for students who have ED (Wagner et al., 2006). The issue of quality education in day treatment and residential schools is particularly critical in light of educational reforms such as the "No Child Left Behind Act" (2001) and most recently, the "Every Student Succeeds Act" (2016). By federal law, educators are required to ensure that all students have access to the appropriate grade level education curriculum; however, an overview of the literature suggests that schools and community agencies are not providing services that are effective in promoting academic or social success for students with ED (Shu-Fei, Douglas, & Walker, 2013). Because of the complexity and often disruptive characteristics of emotional disturbance, school systems have historically educated students with ED separately from the regular education setting (Young, 2010). This research examined a service delivery model--a day treatment program-- which attempts to keep students with ED close to home in order to benefit from the school, family, and community resources that are so needed for student success. This study sought to make a contribution to practice by giving voice to students with ED, in hopes that their shared school experiences may add to the knowledge base about day treatment programs. The research findings indicated that while teachers are committed to student success, student access to a quality curriculum is insufficient. Transitions for students with ED continue to be a critical component for students in day treatment, and the most challenging component of the program. For educational leaders who may consider implementing a program, staff agree that the single most important component in sustainability of a program is acquiring and maintaining the staffing position for a full-time, site-based mental health therapist. [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.]