The use of positive behavior supports (PBS) based on functional behavioral assessment (FBA) has produced dramatic improvements in problem behaviors of challenging students. This approach is a long-term strategy to reduce inappropriate behavior, teach more appropriate behavior, and provide contextual supports necessary for successful outcomes. Yet PBS and FBA have not been widely adopted. Challenges specific to rural schools may exacerbate the difficulties in ensuring that teachers apply this approach. Faculty at four elementary schools in Maryland and West Virginia that received training in FBA and PBS reported difficulty implementing them. To facilitate teacher implementation of these interventions, the practice environment should be conducive to change and systems should be established to reinforce that change. Teacher interest in trying out new practices has been found to be related to perceived principal and peer supports and to teacher perceptions that the proposed intervention addresses a gap in their programs. An emerging model for delivering training in FBA and PBS involves an initial whole-faculty staff development session that provides an overview of FBA and PBS including a description of its components and a rational for its use. Then volunteers, including an administrator, attend further training to become part of the school's "behavior solutions team," which meets biweekly to discuss behavior problems. During the school year, trainers gradually reduce their involvement and shift responsibility to faculty. (Contains 28 references.) (TD)