When teachers strive to help a student with serious behavior challenges, they often feel at a loss and seek guidance from a problem-solving team of counselors, administrators, and other colleagues. But too often such team meetings fail to provide concrete ideas for things the teacher can do. Rather than simply discussing the mounting challenges, teams need to approach such situations with a "skill building lens," uncovering what weak social-emotional skills underlie a student's problematic behavior and empowering a teacher to strengthen those skills. The authors discuss eight skill areas that are often underdeveloped in students with problematic behavior and give suggestions for how teachers can strengthen them: self-regulation, social skills, executive functioning, positive thinking, flexible thinking, work initiation, persistence, and help seeking. They describe what an effective meeting might look like once a problem-solving team focuses on determining which key skills the student in question needs help with.