Students with Emotional Impairment (EI) continue to experience poor short- and long-term outcomes within U.S. public schools. Despite raised academic and functional skill standards set federally in the Endrew F. vs Douglas Supreme Court case (2017), students with EI are not yet receiving their Free Appropriate Public Education (FAPE). This qualitative study examined school-based practitioner experiences in educating students with EI in inclusive elementary school settings through semi-structured interviews. Participants were elementary general educators, special educators, and behavior therapists currently educating students with EI from a high-achieving, well-funded suburban school district in the northeast. Participants were chosen from two elementary schools known for meeting the educational needs of students with EI particularly well. Thematic analysis of participant interview responses showed high educator self-efficacy in impacting their students' ability to achieve high academic and behavioral standards set by the IEP teams, in addition to strong collaborative practices and a mindset of strong teacher-student relationships as a facilitator to student academic engagement. Participant-identified challenges and effective practices are also discussed. Recommendations focus on improving educator self-efficacy in educating students with EI in inclusive elementary settings, building upon the overwhelmingly successful teacher and student experiences captured by this study to support the achievement of FAPE for students with EI. [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.]