Few resources identify specific needs and interventions for girls with emotional and behavioral disabilities (EBD). This qualitative analysis asks fifteen teacher and counselor professionals about their perceptions of girls with EBD through semi-structured interviews. Six emergent themes from the analysis are discussed. The results demonstrate that further research is needed in the areas of understanding the hidden nature of girls' issues, girls' minority status in special education, girls' physical behaviors, and girls' unique peer issues. Additionally, issues of the language used to describe girls with EBD and professionals' perceptions of the difficulty of working with troubled girls are considered.