The academic and behavioral difficulties exhibited by students with emotional and behavioral disorders (EBD) provide educators with unique challenges. The Study of Personnel Needs in Special Education estimated that 40% of the 400,000 special education paraeducators presently employed nationwide are assigned to classrooms for children with EBD. Although paraeducators have assumed an expansion of roles and responsibilities, research has indicated that most lack the training to carry out basic instruction and behavioral duties in the classroom. Furthermore, evidence exists that few teachers are prepared to supervise paraeducators to work alongside students with disabilities. This article presents strategies to assist teachers of children with EBD to supervise paraeducators more effectively given the lack of formal preparation offered during preservice coursework. It provides teachers of students with EBD an integrated approach for supervising paraeducators to ensure behavioral and academic services are delivered with continuity and quality. (Contains 4 figures.)