The authors describe a collaborative project that brought together children's mental health and education professionals to provide an intervention in schools for at-risk students with learning disabilities. Recognizing that the school environment is a target of change, the project used a direct intervention consisting of school-based group treatment for students with learning disabilities and psychosocial problems and indirect interventions consisting of consultation for teachers and education of parents and peers of children with learning disabilities. The goals were to improve the students psychosocial functioning and increase their understanding of their learning disabilities; improve school personnel's, students, and parents understanding of students with learning disabilities; and enhance school-based social workers skills in working with students who have learning disabilities. An evaluation found that the group members made gains in their psychosocial functioning and that the indirect interventions led to greater understanding of learning disabilities among parents, teachers, and school-based social workers. Implications for practice are presented.