Through evidence-based practices and strategies, as a school counseling intern, I sought to encourage Carlos, a thirteen-year-old boy with ADHD, behavior, and academic challenges to improve choices. Approaches implemented included a reality therapy basis with solution-focused brief therapy interventions to help Carlos recognize that he can be in control and accept responsibility for his actions. Through the modalities of choice theory, reality therapy, and solution-focused brief therapy, I hoped to empower Carlos as he transitioned into the last semester of eighth grade and into freshman year. Analysis My first impression of Carlos was that he was so nice and seemingly “normal” that I feared I had inadvertently attracted the wrong student for counseling. It soon became apparent, however, that this was a student of mine and with three suspensions for behavior such as bullying, profane use and theft, Carlos was running out of options and was in danger of expulsion. My principal and house supervisor had asked me to work with Carlos and I was determined to do everything I could to help him change things. Since I didn't know Carlos personally, we spent a lot of time during the first session just chatting about general topics and feeling more comfortable talking about his concerns. Despite all the documentation, I felt I had few preconceptions, a factor that worked in our favor as the relationship developed based on my perception of Carlos as a person and his level of security and trust. As a school counseling intern, I have grown tremendously through this experience of developing a relationship and counseling with Carlos. My personal challenges included my vast background and… half of paper… over the summer, something I was looking forward to. In that moment, I knew Carlos had put his trust in our relationship as we talked about summer fun and the kinds of activities students like Carlos could enjoy. By this time, Carlos had passed all his classes, got along well with his teachers and fellow students, attended extended hours regularly, and got along well with his mother. While there is no valid way to say that our sessions were the only factor in Carlos' improvement, I firmly believe that they contributed to his success. References Banks, S.G., (2009). Choice theory: Using choice theory and reality therapy to improve student achievement and accountability. American School Counselors Association.Hess, R.S., Magnuson, S., & Beeler. L. (2012). Counseling for children and adolescents in schools. Thousand Oaks, CA: SAGE Publications.