In elementary schools, intervention service delivery is often initiated through multidisciplinary problem-solving teams. Therefore, the functioning of the team is a critical feature to facilitate intervention outcomes. The purpose of this study was to examine two methods to improve the practices of problem-solving teams by: (a) replicating the use of performance feedback to improve implementation of best practices for problem-solving teams and (b) addressing the problem-solving team practices resistant to performance feedback by providing targeted training and tools. Utilizing a changing criterion single case design, teams improved their implementation of best practices. Limitations and future directions are discussed.