Teacher preparation programs provide preservice teachers with evidence-based teaching strategies, skills of behavior management, and various field experiences. The greatest learning however, is acquired the very first year of instruction in the teacher's own classroom. Teaching students with emotional and/or behavioral disorders (EBD) may prove to be the most challenging for preservice teachers. However, when teachers begin to take a proactive role in shaping their perceptions and subsequent behaviors toward a student with EBD, looking closely for the student hiding underneath these behaviors, a positive learning environment and a positive student-teacher relationship ensues. One cannot exist without the other. In this article, the author discusses four considerations that may improve the way teachers think about students with EBD as members of the positive learning environment: (1) reflection; (2) relationships; (3) roles; and (4) resources. The author believes that when teachers consider reflection, relationships, roles, and resources, not only are students with EBD supported, but all students are given the opportunity for high achievement. (Contains 2 figures.)