Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, and implementation of effective practice, and has been attributed to the vast number of interventions available, the complexities associated with the numerous interactive variables involved in their implementation, and the research to practice gap. The present article blends experiential knowledge with relevant literature in a discussion of essential components of school-based intervention for students with EBD from the perspective of a practitioner.