This study examined the effects of coping power (CP) and the combination of CP with check-in/check-out (CICO) to determine whether the addition of CICO as a classroom component enhances the effects of CP alone. CP was delivered outside the classroom by research assistants, and all CICO components were implemented by classroom teachers. We conducted a study with a single-case experimental multitreatment design (i.e., A-B-BC-B-BC) with three elementary students at risk for aggressive behavior. We collected daily progress report scores as the primary dependent variable and periodic direct observation probes of disruptive behavior. In addition, we evaluated intervention fidelity for both interventions and students' and teachers' perceptions of the interventions. Visual inspection indicated variable responses to the combination of CP and CICO compared with CP alone, with one participant demonstrating a functional relation. Key findings, limitations, implications, and future directions are described.