The purpose of this study was to examine the mean differences of factors associated with academic success and the use of person-centered therapy on the Exceptional Student Education population of fourth and fifth-graders in the public school system. Variables such as the number of days the student was in attendance, the number of written behavior referrals received, and the language arts grades earned were studied. An archival study was done in the fourth quarter of the school year using data from the first two quarters. Pre-treatment scores were noted from Quarter 1 data. Post treatment scores were noted in Quarter 2 after eight weeks of mental health counseling. A convenience sample of 34 students, all participated in a counseling intervention for eight weeks. The number of days the student was in attendance, the number of written behavior referrals they received, and their grade in language arts were recorded before and after treatment. Due to a limited sample size, the nonparametric Wilcoxon signed-rank test was used to analyze the data. The results of this study showed that person-centered therapy did not make a difference in regard to student academic success for those in elementary exceptional education. Additionally, the student's attendance, behavior referrals, and language arts grades stayed consistent (Mean of attendance from Quarter 1 to Quarter 2 = 44/43; Mean of behavior referrals from Quarter 1 to Quarter 2 < 1; Mean of language arts grades from Quarter 1 to Quarter 2 ≈ 2=C). Recommendations for future research may include the use of a control group and addressing the design concerns of the study.