Students with Emotional and Behavioral Disorders (EBD) are placed outside of their public school more frequently than other students with disabilities, yet there are gaps in the literature on reintegration processes and the possible negative impact when collaboration between schools is minimal. Public schools rely on private placements in Pennsylvania to provide full-time support and specialized services. Individualized Education Program (IEP) teams need clear guidance and a systematic data collection process to recommend reintegration. The purpose of this study is to examine reintegration through the perspectives of special education administrators that have students placed at Wesley Schools, a private placement that uses a Public School Readiness Assessment (PSRA) as a tool to guide the recommendation for reintegration. The methodology used in this study is qualitative constructivist Grounded Theory (GT) within participatory action research. Three recurring themes evolved from open-ended interview questions, which include: (1) availability of mental health services and resources; (2) staff concerns and shortages; and (3) parent concerns, resulting in an overarching category related to amount of time needed to support the student. A comprehensive reintegration process is developed, including a protocol with the PSRA and a checklist to guide the IEP meeting and documentation of a formal plan. Several recommendations were given, such as the need for more school-based mental health services, professional development, and parent engagement initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]