Progress monitoring data provide important information on student functioning in response to an intervention. Yet, there are several barriers to effective progress monitoring of internalizing symptoms among youth. To address these concerns, the current paper conceptualized the use of ecological momentary assessment (EMA) as a service delivery model for progress monitoring of internalizing symptoms. Discussed are the benefits of EMA and key considerations for its use in progress monitoring. Lastly, a case study is included to illustrate the practicality of EMA in a progress monitoring context. There is an influx of research using EMA to examine internalizing symptoms. Its growing utility suggests it may be beneficial as a novel way to monitor internalizing symptoms in schools.