<p>Longitudinal growth mixture modeling of self-reported internalizing problems was utilized across 6th through 8th grades among a sample of 232 middle school students identified as having a disability. Four classes of internalizing problems were identified, including a group with decreasing internalizing problems over time (11.8%), a group with high internalizing problems (11.7%), a group of students with increasing internalizing problems (11.5%), and a group with no internalizing problems (65.0%). When investigating whether demographic characteristics were associated with classes, findings indicated that students in the high internalizing problems class were 5 times more likely to be female. Students receiving free or reduced meals were 7 times more likely to be in the increasing internalizing problems class. Ninety-five percent of students in the high internalizing problems group reported being bullied in 6th grade, and they were 35 times more likely to be bullied than students in the no internalizing problems group. Further, student self-report of elevated risk for social emotional and behavior issues in the spring of 8th grade was found to be associated with all growth trajectories in comparison with students in the no internalization problems. Implications for ensuring students with disabilities are included in school mental health services are discussed, including the use of universal screening and offering comprehensive supports to students identified as having co-occurring problems.</p>