The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique psychoeducational needs. The present study used a single-subject, delayed multiple baseline design across two students to evaluate the GBG as a targeted intervention for third-grade Latino English Language Learners (L-ELLs) who participated in a small group for behavior support. Results suggested that the intervention had a moderate effect on the interrupting behavior of the target students, although outcomes for out-of-seat behavior were found to be negligible. Overall, the results continue to provide further support for the use of the GBG with culturally and linguistically diverse students, suggesting a potentially positive impact for the individual student in a small-group setting.