Within the school setting, students identified as having emotion regulation impairment (ERI) are at particularly high risk for negative academic and personal outcomes. These students often need additional support with mental health. Unfortunately, there are several barriers to providing evidence-based interventions in schools, including time and training. As such, group counseling can be an efficient way to support a high-risk group of students within the school day. The current study adds to the extant literature by assessing the effectiveness of a manualized group counseling program, DBT STEPS-A, at the Tier III level. Specifically, this study researched if participation in a modified, 15-lesson counseling skills group based on DBT STEPS-A produced significant changes on measures of internalizing behaviors and emotion regulation for students receiving special education services in an ERI classroom setting. Results showed that although there were no significant pre-post changes on the BASC-3 SRP-A Internalizing Composite or the Difficulties in Emotion Regulation Scale-Short Form, students reported enjoying the groups sessions more than they initially expected and using the skills they were learning in their daily lives. Implications of the study for school psychologists working with students with emotion regulation issues are discussed. [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.]