The focus of this qualitative research study is the examination of academic interventions implemented by special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers who work daily with students with emotional disturbance. "Which academic interventions did special education behavioral teachers, special education behavioral paraprofessionals, and general education teachers implement with students with emotional disturbance and which of these interventions were most effective in bringing forth improvements?" is the research question posed for this study. The premise of the study is that, if these interventions are indeed collaborative and conducted early enough, students should be able to successfully participate behaviorally and academically in general education classrooms with support.