For various reasons, many students with emotional disturbances are unable to succeed in traditional classroom environments. The purpose of this qualitative case study was to explore the perceptions of administrators, teachers, paraprofessionals, parents, and related service providers towards therapeutic intervention classrooms for students identified with emotional disturbances. The framework for this study was guided by qualitative data collection acquired through an on-line questionnaire via electronic mail. Willing participants were contacted for a semi-structured interview for more in depth analysis of individual experiences. The primary focus of the study was guided by four qualitative research questions aimed to better understand the types of interventions implemented and the perceived benefits and disadvantages of therapeutic classrooms. A purposeful convenience sample included professionals from the same large suburban Midwest district who work with the targeted population. According to data from this study, self-regulation and coping skills are the greatest perceived benefits demonstrated by students in therapeutic classrooms. Participants identified anger management, emotion identification, goal setting, self-advocacy, self-monitoring, and responsibility as essential skills warranting further need for social skills instruction. In addition, results showed a need for calming areas and sensory activities for students with social and emotional disturbances. Recommendations include the use of an interconnected approach with highly trained mental health providers to increase the long-term results for students with mental illnesses. Furthermore, respondents believe the structure of therapeutic classrooms facilitates positive connections with trustworthy adults and creates opportunities to build meaningful peer relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]