Since the enactment of the federally funded Comprehensive School Reform (CSR) program, students considered at risk of school failure have received increasing attention. Identification and treatment of students considered at risk often emphasize the risk behaviors themselves. The traditional medical model assumes there is a disease entity or behavioral deficit that must first be manifested before it can be treated. A more positive approach to prevention and intervention with students considered at risk is to develop their resilience by building developmental assets. In this article, research is reviewed and examined that demonstrates how asset building can be beneficial to all students, particularly those considered at risk. Given the requirements and opportunities of CSR, school social workers can collaborate with teachers, school psychologists, and school counselors to apply this positive prevention and intervention framework to help all students.