This study explored the practices rural schools in Wisconsin have in place to meet the needs of students at grades PK-3 with Emotional and Behavioral Disabilities (EBD). The research question was as follows: What practices do rural elementary schools use as they strive to meet the Individual Education Plan (IEP) Objectives of PK-3 grade students with severe Emotional Behavioral Disabilities (EBD) whose least restrictive placement is a self-contained setting for core academic and behavioral instruction? The study answered the research question with data generated through a census survey of PK-3 rural elementary principals in Wisconsin. Themes identified in the study included: General Practices, Response to Intervention, Outside Agencies, Staffing, Professional Development, and Mental Health. Recommendations included sustained use of Response to Intervention (RTI), use of 66.0301 agreements, providing onsite childcare to service students, screening students for mental health with a plan of services for identified students, providing professional development linked to research based practices, and a commitment to increasing teachers in the field of special education. Tables of interventions employed and progress monitoring tools were generated. [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.]