Although treatment integrity is generally viewed as important, its measurement and assessment do not often occur in school settings. The goal of this qualitative research study was to gain insight to multiple stakeholders' perspectives on treatment integrity in school settings. A targeted group of general education teachers, special education teachers, administrators, and special education administrators served as participants. The participants engaged in two dyadic interview sessions to gain a deeper understanding of their views on the importance of treatment integrity and barriers to its assessment in school settings. Results indicated that overall, participants in all four stakeholder groups viewed treatment integrity as important in school settings. Further, the participants indicated three barriers to treatment integrity and its assessment in school settings: (a) authority, (b) knowledge, and (c) time. Recommendations to overcome the identified barriers are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]