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Students with emotional and behavioral disorders (EBD) struggle in school, perhaps more so than any other group of students. Whereas it is commonly recognized that these children and adolescents have severe social skills deficits, which impede development of meaningful relationships with peers and teachers, it is also true that students with EBD evidence significant academic deficiencies. These significant academic deficits have resulted in students with EBD attaining one of the worst graduation rates (32.1%) of students with any disability. Recently, however, researchers have begun to place an increased emphasis on addressing the academic deficits of students with EBD to increase their engagement in school, with the hope of improving graduation rates. Recently, researchers at the University of Nebraska's Center for At-Risk Children's Services summarized the intervention literature targeted at improving the academic skills and performance of students with EBD served in public schools. Conclusions from analyses of this small body of literature indicated that positive outcomes were reported across participants, settings, and subject areas. This article highlights the findings of these literature reviews covering over three decades of research, conducted with students with EBD and provides teachers a condensed summary of teaching strategies that have demonstrated efficacy in educating some of the most challenging students in today's schools. (Contains 4 tables.)