This study describes the application of temperament styles to school-based mental health practice in an alternative school and illustrates how a multidisciplinary team consisting of a special education teacher, health educator, and social worker used temperament to maximize effective interactions with a student who had been placed in the school for violating the school district's code of conduct. This study demonstrates that by deconstructing complicated interactions in school, school social workers working in an interdisciplinary collaboration can promote a more productive and positive educational experience for students and families and improve the learning process.