Schools have begun to adopt a population-based method to conceptualizing assessment and intervention of students; however, little empirical evidence has been gathered to support this shift in service delivery. The present study examined the fit of a population-based model in identifying students' behavioral and emotional functioning using a district screening of first- through fifth-grade students (n = 2,706) in a diverse suburban school district. Teacher ratings of students' emotional and behavior difficulties appeared to fit a population-based model well. Parent ratings of students' difficulties (n = 1468) did not fit the model but indicated students having fewer difficulties. There was significant agreement between parent and teacher ratings for those students rated by both informants. These findings further support the use of population-based models in conceptualizing service delivery for students in schools. Limitations of the study, as well as implications for school screenings, are discussed. (Contains 3 tables.)