The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth- to eighth-grade students in an alternative school for students with emotional and behavioral disorders. Results indicated the GBG reduced disruption and increased the teacher's use of praise relative to reprimands. Social validity measures, collected from both teachers and students, indicated strong approval of the GBG.