This qualitative case study identified key components to the creation and implementation of programming for students with Emotional Impairments. By determining the specific structures that need to be in place in a public school program to support students with Emotional Impairments, districts can develop classrooms that will lead to student success. These programs will benefit students and help school administrators provide academic programming for students in a fiscally responsible manner. This research also explored the cultural components and attitudes toward working with students with Emotional Impairments. The role that professional development plays in school culture was also examined. The public school district's responsibility is to provide a Free and Appropriate Public Education (FAPE) for all students. To meet this requirement, districts must constantly examine their instructional models to develop programming to meet all students' needs. In relation to students with Emotion Impairments, although there has been a marked increase in identification, public school districts have been slow to develop specific programming. Findings revealed six distinct key components required to be in place for programming for students with Emotional Impairments to be developed. These findings included: Inclusion as a foundational component, consistent staffing and collaboration required, administrator understanding, the need for an accurate referral process, students require a personalized instructional approach and teachers need professional development, and in district programming reduces the amount of out of district referrals. [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.]