In an inclusive context, managing the classroom to meet the diverse needs of students is a complex challenge for teachers, many of whom use time-out from class to manage indiscipline. These practices are also frequently used with students with emotional and behavioral difficulties. Drawing on the voices of key stakeholders, this article aims to document their perceptions of time-out technique. Using a descriptive and narrative research design, individual interviews were carried out with fourteen emotional and behavioral difficulties students enrolled in special education classes at secondary school and subjected to a thematic analysis by emerging categorization. The analyzes identified six conditions for effectiveness and six types of time-out procedure that were ranked according to their perceived effectiveness by participants. The results provide several recommendations that could improve the quality of the school experience for emotional and behavioral difficulties students and support their well-being in school.