Significant numbers of children with emotional and behavioral disorders receive services in settings other than general education, but it is expected they will return to a less restrictive environment. Reintegrating these students once they have completed treatment is a significant problem. Students can demonstrate improved behavior and self-control in the treatment setting, but struggle to transfer these skills in a less restrictive environment. Teachers play a significant role in the success of students during the reintegration process back to public school. Teachers in both alternative and public school settings have different responsibilities, but both contribute significantly to assisting students as they transition from a more restrictive to a less restrictive environment. When these transitions are not successful, opportunities for children with emotional and behavioral disorders are compromised. This qualitative study explored the experiences of teachers in a rural Midwestern state who were involved in the process of reintegration of elementary students from day treatment or residential treatment to public school. Individual interviews with teachers in the public school setting and the alternative setting were conducted. Five teachers from each setting were selected. A focus group was utilized, presenting the data from these individual interviews to a group of additional special education teachers with experience in either setting. Focus group participants were given the opportunity to respond to the data presented and offer additional comments. Several themes emerged from the interviews. These themes included the importance of building relationship with students, communication between alternative programs and public schools, teachers' involvement in the reintegration planning, readiness skills of students for reintegration, behavioral expectation in both environments, and support from administration. Recommendations for further research were made by the researcher as a result of the data obtained from this project. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]