Children with emotional and behavioral disorders (EBD; N = 182) and their teachers (N = 76) completed an instrument designed to assess the quality of their classroom working alliance. Confirmatory factor analyses conducted on student and teacher data, based on prior research conducted with normative samples, confirmed a two-factor model of classroom working alliance among students with EBD and their teachers. Follow-up analyses of student and teacher scores on items and constructs indicated that students reported greater bonding and greater task/goal alliance than did their teachers. This finding suggests that students with EBD had more positive views of their relationship than did teachers. The implications of these findings for future research are discussed.