The Arkansas Department of Education encouraged increased school and community mental health agency collaborations (2004); however, little systematic research on outcomes of such programs currently exists. Prior to creating statewide policies, it is imperative to know the effects of school-based therapy on both clients and schools as a whole. This research targeted 4 rural Arkansas school districts, serving 17 schools using Systems Theory as a framework for understanding the interrelatedness of student mental health and school climate in schools with school-based therapy. The research plan was twofold: Individual student variables of a pre-post Youth Outcomes Questionnaire survey, school attendance, discipline referrals, and grades and school-wide interviews targeting perceptions of school administrators were inconclusive. School interviewees had positive perceptions of the school-based therapy services in their schools and wanted to continue with the collaboration. Some schools indicated improvements could be made to services, but felt they still wanted the services available to them. General recommendations for community-based mental health agencies and public schools as they collaborate for student mental health are to increase communication, create opportunities for feedback and evaluation, and to increase education and training for parents and guardians, teachers and school-based therapy teams on how to use school-based therapy effectively. Specific recommendations to the community-based mental health clinic involved in this research project are to improve the Intake process, increase involvement of school-based therapy team supervisor, and to plan and offer feedback mechanisms to public schools.