The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at risk for social-emotional and behavior challenges and demonstrating disruptive behavior problems at school. In addition to examination of student outcomes, the parent-teacher relationship, parent and teacher problem-solving competence, and CBC acceptability and feasible were evaluated. The extent to which CBC fit into existing multitiered systems in schools was also examined. Results indicated that two of three students demonstrated a decrease in disruptive behavior at school following implementation of co-developed evidence-based intervention plans. Although only one of three teachers reported improvements in the parent-teacher relationship, three of four parents reported improvements in the parent-teacher relationship. All parents and teachers reported improvements in their competence in problem solving. CBC was reported as acceptable according to parents, teachers, and consultants. Consultants perceived some elements of contextual fit as being well-aligned into existing multitiered systems in schools. Teachers reported that evidence-based intervention plans had moderate to strong contextual fit. Implications for CBC research, including considerations related to addressing barriers as well as scaling up CBC implementation in school-based settings 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.]