Social-emotional learning curricula to prevent student problematic behaviors should play a prominent role in public school instruction. While social-emotional curricula have been shown to be effective, there are few replication studies that substantiate their capacity to improve outcomes for students who exhibit problem behaviors. Thus, we conducted a partial replication of a randomized controlled field trial of the Tools for Getting Along curriculum designed to increase self-regulatory functions of upper elementary school students. We found main effects on social problem-solving and significant pretest-by-condition interaction effects on teacher-reported executive function, behavioral adjustment, and aggression. We also found interaction effects on student-reported anger. The current findings are similar to the results reported for the initial study. We also specified high-risk subsamples of students for each of eight outcome factors and found main effects on emotion regulation and positive social problem-solving and a marginally significant effect on metacognition.