The purpose of this qualitative phenomenological study was to find out if No Child Left Behind (NCLB) has affected the academic achievement rates of students with emotional and behavioral disabilities (EBD). This qualitative phenomenological study explored perceptions of both regular education and special education teachers on the achievement rate of students with EBD under NCLB. Research has shown that teachers perceive students with EBD do not achieve academic success at the same rates as their nondisabled peers due to the academic demands caused by NCLB. Ten regular education teachers and ten special education teachers who taught students with EBD were interviewed to determine if their perceptions of academic achievement rates had been affected by NCLB on students with EBD. Six themes emerged from the in-depth interviews of the participants in the Chesapeake Public School district of Virginia. These themes were used to identify best pedagogical practices to increase academic achievement rates of students with EBD such as: positive and timely feedback; collaborative efforts between teaching teams and parents; increased effective communication; and providing opportunities for success. Maintaining attitudes that encourage and convey confidence that students can achieve also were key elements of the practices. Recommendations for future studies were discussed, along with recommended actions.