The research base for Check-in, Check-out (CICO), a targeted behavioral intervention within a schoolwide positive behavioral interventions and supports framework, is growing. However, little has been written about its application in therapeutic alternative programs. To extend the literature base, the current article describes a study conducted using an applied multiple baseline single-case research design involving three students with emotional disabilities enrolled in a therapeutic alternative education program. Overall, results indicate that improvements in the three participants' targeted behaviors were noted following intervention. Treatment fidelity and social validity data indicate that CICO steps were implemented as intended and were perceived as acceptable, understandable, and feasible. Implications for research and practice are described.