The purpose of this study was to examine the perception of post-service educators' use of dialectical behavior therapy (DBT) skills with students experiencing emotional dysregulation in a day treatment school. This study extended previous research by examining the perceptions of teachers using DBT skills with students that are demonstrating emotional dysregulation, poor interpersonal relationships, depression, suicide ideation, and trauma-related misbehavior. Three resulting themes emerged from this study: DBT is an effective tool for emotional behavior regulation in school settings, teacher training on DBT is inconsistent, and DBT skills can be effective in supporting the stabilization of student behavior. Examining the use of DBT skills with students experiencing emotional dysregulation can increase and spread the use of DBT within many schools and offer DBT skills strategies to increase coping skills and emotional regulation. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]