Students with Emotional and Behavioral Disorders (EBD) exhibit a variety of characteristics relevant to their identified diagnosis. The main characteristic of students with EBD is that problem behaviors appear at school, at home, in the community, and in other social contexts. These problematic behaviors are professionally described as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as aggressive and/or disruptive behaviors observable as behaviors directed toward others. Internalizing behaviors are behaviors that are interpreted as action behaviors such as anxiety, fear, withdrawal, and other indications of an individual's mood or internal state. The purpose of this article is to compare and contrast the characteristics associated with internalizing and externalizing behaviors. The externalizing and internalizing behaviors of students with EBD have many comparisons, starting with the display of both dimensions in each student. Many students may exhibit behavioral characteristics that are both externalizing and internalizing in nature, as neither is exclusive to the problematic behaviors exhibited by those with the condition. Comorbidity is not unusual among students with EBD, as a student may exhibit multiple behaviors associated with internalizing problems, such as short attention span or poor concentration, and those associated with externalized problems such as physical and verbal conflicts; It is rare for a student with EBD to exhibit only one type of maladaptive behavior. Students may exhibit behavioral characteristics with varying degrees of severity or intensity, which may be either externalized or internalized.... middle of article...... Practical Social-Emotional Learning Tools for students with specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26. Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Learners with emotional or behavioral disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional learners: An introduction to special education (pp. 264-297). Boston, MA: Allyn and Bacon. Kauffman, J.M. and Landrum, T.J. (2013). Attention and activity disorders and conduct disorders. In SD Dragin & MB Finch (Eds.), Characteristics of emotional and behavioral disorders in children and youth (pp. 180–270). Upper Saddle River, NJ: Pearson. Sabornie, EJ, Evans, C. and Cullinan, D. (2006). Comparison of characteristics of high-incidence disability groups. Remedial and specialized education, 27(2), 95-104.