Students with disabilities are bullied at rates disproportionate to their typically developing peers, yet we know little about effective interventions to reduce the rates of victimization among students with disabilities across all disability categories. This study examined the effectiveness of the inclusive Bullying/Victimization Intervention Program (BVIP) for students with disabilities. Students with disabilities who were eligible to participate in the BVIP based on the results of a universal screening designed to identify students who reported high rates of victimization were assigned to different treatment groups: BVIP group interventions only, BVIP individual interventions only, or BVIP group + individual. We explored whether students with disabilities showed an increase in self- efficacy, coping skills, and problem-solving skills and a decrease in self-reported victimization after participating in the intervention and whether there were differences across groups. We also examined whether students with disabilities who received the intervention in group individual, or group + individual settings had different outcomes. The outcome data were promising and suggested that students with disabilities reported increases in social-emotional functioning and a decrease in victimization postintervention. students with disabilities who were assigned to the group + individual interventions reported greater gains in social-emotional functioning suggesting that interventions presented in different modalities with repeated practice may be beneficial for these students. Implications for school psychologists in practice are discussed.