ABSTRACT: The purpose of this study was to evaluate the effects of a social–emotional learning curriculum, Strong Kids, for children at risk for begin referred for placement in emotional and behavioral support classrooms. Thirty-nine fourth- and fifth-grade students enrolled in an urban elementary school participated in the intervention. The results of this study indicated that females did not demonstrate any statistically significant or practical improvement on any scales as measured by the Social–Emotional Assets and Resilience Scales. Implications are discussed in terms of gender-specific interventions for African American populations.