Historically, secondary students with Emotional/Behavioral Disorders (EBD) have made poor progress in mathematics putting them at-risk for school failure. One mathematic area that students with EBD have difficulties in is solving word problems. The purpose of this exploratory study was to examine the effects of schema-based instruction on multiplication and division word problems for middle school students with EBD in an alternative education school. A one-group nonequivalent dependent variable design with multiple measures across multiple waves was used. A repeated measures ANOVA indicated that students significantly improved their mathematic performance on both multiplicative comparisons and vary word problems using researcher developed measures. Additionally, students were able to generalize multiplicative comparison skills to solve vary word problems. Implications from implementation fidelity and social validity data are discussed in addition to intervention components for students with EBD in alternative schools.