The current study examined the effects of an instructional package on the mathematics performance of secondary students with emotional and behavioral disorders (EBD) when applied to grade-appropriate area and perimeter objectives. The instructional package included the following empirically-supported approaches: (a) contextualized instruction; (b) use of manipulatives; (c) use of a cue card; and (d) self-monitoring techniques for behavior and academic performance. The intervention also incorporated pre-requisite skills and was delivered through a set of scripted lessons that employed explicit instruction balanced with constructivist-based activities. The multiple-probe design was implemented across two participants, then replicated across two more participants (Tawney & Gast, 1984). The participants were four middle school students with EBD in a suburban Maryland public school. Results of the study demonstrated that participants were able to improve mathematics accuracy on area and perimeter objectives. Three participants were also, to a limited extent, able to maintain performance over time and transfer performance to more complex mathematics tasks. Two participants were able to transfer performance to tasks of similar context to those practiced in the intervention. The study suggests that, when provided explicit and sustained instruction on pre-requisite math objectives and grade-appropriate mathematics objectives, students with EBD may be successful with non-computational mathematics.