Students with an emotional or behavioral disability (EBD) are sometimes judged and feared based on their label before teachers even meet them. These students are different than other students that walk into a classroom, but they should never be feared. They have had more "loops" in their roller coaster ride of adolescent life than the average teenager. Looking at these adolescents, many people would not realize the traumas these individuals have faced and will continue to face as they get older. But as these students walk into the classroom, they are craving attention and acceptance from their teachers, just like every other student. This article shares advice with secondary school teachers about classroom practices that may help to build and develop trusting relationships with students with EBD. Through understanding of emotional or behavioral disabilities, creating a safe and secure classroom environment, collaborating with teachers and parents, and reflecting on instructional practices, teachers will be able to make a better connection with these students. (Contains 1 figure and 1 table.)