Early intervention and prevention services for students at risk of emotional and behavioral problems are increasingly plentiful in the schools. However, recent reviews have revealed gaps in the literature regarding supports for students with internalizing problems. This gap has set precedent for the development of novel Tier 2 interventions that specifically address internalizing behavior problems. The primary purpose of this study was to investigate the efficacy of a novel, targeted intervention for elementary students who are at risk of internalizing problems: the Resilience Education Program (REP). REP is founded upon a social–ecological framework, integrating small-group cognitive–behavioral instruction with a modified check-in/check-out procedure. The current study employed a multiple-baseline single-case design with three student participants at risk of internalizing concerns. Visual analysis of direct observation data and single-case effect size estimates indicated that the REP intervention resulted in the decrease in internalizing behaviors and an increase in social engagement relative to baseline levels for two of three participants. Findings were further supported in that the changes noted in observational data were also partially confirmed by teacher ratings. Limitations of this study and future directions for researchers and practitioners are discussed.