Classroom management strategies are techniques that are meant to be effective in preventing problem behavior for the majority of the students in classroom settings. One such strategy, opportunities to respond, is considered an evidence-based strategy to increase engagement, improve academic achievement, and decrease disruptive behavior in the classroom. Results of previous research show that it is used much more frequently in elementary settings compared to high school settings. The purpose of this study is to assess high school teachers' rationale for choosing to or not to use various classroom management strategies, and to assess the effects of training high school teachers to use opportunities to respond on their behavior and their perceptions of effects on students' behavior. A survey was first conducted with high school teachers which showed that most respondents have both academic and behavioral concerns in their classrooms, that they have had training on classroom management strategies, and factors that influence their decision to use or not to use a strategy were primarily effectiveness, time, and effort. Four teachers, who indicated interest in further training on the survey, participated in the subsequent experiment which established baseline and post-training rates of teachers providing whole-group opportunities to respond, traditional single-student questions, and behavioral correction statements. Results of the training and social validity data are presented along with implications and recommendations for future areas of research. [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.]