Determining effective methods for intervening with students who have had exposure to adverse childhood experiences (ACEs) is a priority for educators and researchers alike. This study utilized a multiple-baseline across participants design to investigate the impact that acceptance and commitment therapy could have on problem behaviors in three children, ages 7–10, with exposure to one or more categories of ACEs. The ACE-related problem behaviors were operationally defined as inappropriate verbal behavior and non-cooperation. The study took place in a public elementary school in which all three participants attended. Each student’s problem behavior was consistently measured during a one-hour observation period across baseline and intervention phases. Inappropriate verbal behavior was measured using frequency recording and non-cooperation was measured using partial-interval recording. The student’s classroom teacher or a classroom assistant collected all data. At the end of intervention, the teacher and classroom assistant completed an intervention rating profile to rate the acceptability of the ACT treatment. Results indicate that the ACT treatment reduced problem behavior for two of the three participants. Additionally, all three staff members rated the intervention as acceptable.