The behaviors of one population, students with emotional and behavioral disorders (EBD), often present significant challenges for classroom teachers. Based on these behaviors, educators often characterize students with EBD as aggressive, disruptive, or off task. Such behaviors may occur concomitant with, or as a result of, shortfalls in expressive or receptive language functioning. These language deficits may exacerbate both social interaction and academic performance problems as students with EBD fail to understand events or are hindered in their communicative skills. How can teachers who serve students with EBD respond so that students with EBD can function effectively regardless of setting? One answer lies in classroom management and structure. As an important aspect of classroom management systems, rules play a major role and bear heightened significance for teachers serving students with EBD. However, creating effective rules requires careful thought and effort. This paper presents six questions facing teachers as they create classroom rules and recommendations for effective rule creation, while addressing specific concerns for those who serve students with EBD. (Contains 2 figures and 1 table.)