Recent research indicates that children with challenging behavior often have underlying cognitive deficits. Despite this, rewards and consequences are usually the main tools used to try to address these behaviors. Collaborative Problem Solving (CPS) offers an alternative approach that aims to foster a positive adult-child relationship and build lagging skills. In this study, educators of students with significant behavioral challenges were trained in CPS. Data were collected to determine the impact of CPS on teacher and parent stress and student social skills and executive functioning. After one full year of intervention, teacher and parent stress were found to decrease, and student problem behavior, behavior regulation, and emotional control improved. Limitations of the study and implications for school mental health will be discussed.