The purpose of the present study was to examine the effect that teacher choice of intervention has on their level of procedural implementation and quality of implementation. The following research questions helped to guide the study: (1) Do teachers randomly assigned to the intervention "choice" group have higher ratings of procedural fidelity than teachers assigned to the "no choice" group at any of three different time points?; (2) Do teachers randomly assigned to the intervention "choice" group have higher ratings of implementation quality than teachers assigned to the "no choice" group at any of three different time points?; and (3) Are teachers randomly assigned to the intervention "choice" group more likely to adopt the intervention at any of three different time points? A total of 69 teachers (88% female; 68% general education, 32% special education) working with kindergarten through 6th grade students participated in this study. The findings provide evidence that one particular tailoring variable, intervention preference, was related to higher degrees of initial and sustained fidelity and quality of implementation as well as greater numbers of actual implementers across all participants. Future research is needed to examine the impact of a priori decisions to adapt either the actual EBP (evidence-based practice) or the process by which the EBP is disseminated for adoption and implementation based on other tailoring variables (i.e. participant functioning, social-emotional needs, perceived benefit, outcome expectations, intensity/severity of targeted behaviors). (Contains 1 figure.)