This thesis was written to gain a better understanding of the barriers and beneficial resources as perceived by service providers of students with an emotional disturbance. This study approaches the literature with a focus on human development. Gaps in the research consist of various theories by groundbreaking theorists that have paved the way for human development. This study aims to better understand the perceived barriers and beneficial resources when providing services to students with an emotional disturbance. Perceptions of service providers are explored pertaining to working with the student as well as other service providers. This qualitative phenomenological study gained a better understanding by producing eight themes service providers found in common. Individual semi-structured interviews emerged the following as barriers and resources: positive behavior intervention supports (PBIS), communication and rapport, knowledge of emotional disturbance, stigma, and curriculum when providing services to students with an emotional disturbance. In response to working with other service providers, the three main themes that emerged included support systems, communication in rapport, and knowledge of emotional disturbance. Implications of the research extend to adding knowledge to the field of education as well as suggests the need to address concerns about the federal definition and eligibility criteria for an emotional disturbance. [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.]