This study employed a multiple baseline, across-participants, single-subject design to investigate the feasibility of an individual, narrative-based, social problem-solving intervention on the social problem-solving, narrative, and theory of mind (ToM) abilities of 3 incarcerated adolescent youth offenders identified as having emotional disturbance (ED). Students participated in individual intervention sessions in which they were taught strategies for storytelling and social problem solving and the application of ToM. All 3 students completed the program to mastery. Visual inspection and mean score differences across conditions were used to analyze baseline and postintervention measures. All students demonstrated increased inclusion of social problem-solving steps, narrative components, and use of landscape of consciousness in their personal narratives following intervention. Although there were limitations in the study, results supported the feasibility of conducting this type of intervention with youth offenders with ED in the criminal justice system.