The Student Assistance Team Process provides a framework of accommodations, interventions, and instructional strategies tailored to the specific needs of a student with behavioral or academic problems. This research study, taking place at six public high schools in a Midwestern school district, details teachers' perceptions of the SAT Process and its effectiveness. While many teachers were mostly satisfied with the SAT Process, they also felt the process could be improved, particularly with regard to follow-up and teacher involvement. Of greatest concern is the finding that the majority of teachers feel that the SAT Process is only helpful some of the time. Given classroom teachers' important role in ensuring that at-risk students succeed, these results should be taken into consideration when planning programs to assist at-risk students. The SAT Process has the potential to be a valuable intervention program for at-risk students, but changes are needed to realize this potential.