The aim of this article is to report on a qualitative study of a school-based ecological treatment intervention for maltreated children and to articulate best practice guidelines. Sixty-three interviews were conducted at 6, 12, and 18 months with parents, teachers, and therapists of 11 maltreated children, exploring the child's development, the influence of therapy on the family, and the therapist's relationship with teachers and parents. Findings indicated that the treatment was effective in improving the children's emotional, social, and academic functioning. An ecological treatment approach requires team building which in turn requires flexibility, consultation, and two-way communication between therapists and others. Implications for practice are presented.