Schema-based instruction (SBI) is a word problem solving strategy that teaches students to identify problem types by focusing on the underlying structure of the mathematical situation. SBI is gaining an evidence-base for students with a specific learning disability; however, few experimental studies have evaluated the effects of SBI for students with emotional and behavioral disorders (EBD) and, to our knowledge, no study has evaluated the effects of SBI for students with EBD attending rural and remote schools. This study explored the efficacy of SBI to teach a third grader with EBD to solve word problems fitting three additive structures. A non-concurrent multiple probe design across behaviors was used due to resource constraints and intensity of behavioral challenges. Although we are unable to determine the presence of a functional relation due to design limitations, results suggest the student increased his word problem solving skills. Furthermore, the student increased his pre- to post-test score from 10% to 100% and was able to maintain mathematics skills and generalize to science word problems. Implications for practice and future research directions are reported.