Word problems are a challenging part of the math curriculum for students with emotional behavioral disorder (EBD). Schema-based instruction (SBI) is an evidence-based practice used in math that supports the underlying structure of any given word problem to find solutions to mathematical problems and apply that knowledge to future problems. Without schema to organize word problems, students may see each problem as a new situation and may not be able to generalize their learning to novel situations. Three high school students from culturally and linguistically diverse (CLD) backgrounds receiving Special Education services for emotional behavioral disorder participated in a single-subject, multiple-baseline design. A multiple-baseline design across participants was used to measure the effectiveness of a schematic-based intervention (independent variable) in a group of students with EBD from CLD backgrounds (dependent variable) in a secondary resource setting. The three students participated in two intervention phases addressing word problems. The first phase involved word problems that looked at comparing an original amount to a final amount through multiplication or division (multiplicative-comparison problems). The second phase had students solve word problems through proportional analysis (vary-type problems). The three students saw gains from their baseline data through the intervention. All three students were able to maintain their growth during their maintenance sessions. The use of schema-based instruction with CLD secondary students with EBD showed that the students learned a new skill through the intervention. [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.]