Professional learning communities (PLCs) are an increasingly popular strategy for improving schools. While PLCs routinely implement universal academic screening, they seldom screen for emotional and behavioral problems. This is unfortunate, as the early signs of emotional and behavioral disorders can be identified and interventions developed. The purpose of this study was to examine the social validity of the Systematic Screening for Behavioral Disorders (SSBD) implemented in three professional development elementary schools in an intermountain state of the U.S. After using the SSBD in their schools for one year, 75 teachers were surveyed, Results suggested that participants (a) valued the SSBD process, (b) considered screening to be feasible and acceptable, (c) expanded their knowledge and skills regarding student emotional and behavioral issues, but (d) needed more training and support for planning appropriate interventions for at-risk students. Implications and limitations of this study are addressed.