Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction with verbal performance feedback for increasing teacher integrity. Participants in this study included four student-teacher dyads. The authors used an A/B/BC/B design with counterbalancing across participants to assess the effects of graphed feedback alone and combined with verbal feedback on teacher treatment integrity. Results indicated that graphed feedback with a verbal component resulted in slightly higher levels of integrity than the graphed phase, but the differences were negligible. Limitations and future research directions are discussed.