Given the literature on the implementation of behavior interventions for CB within schools, this study aimed to determine the common intervention processes utilized within a northeastern elementary school. This study took a deep dive into teachers' perceived barriers and suggestions for improvement in the school setting. Additionally, teachers shared the potential impacts of CB on both teachers and students in the classroom. This qualitative research added to the literature on behavior intervention procedures in schools and what teachers perceive as being important tools to have to effectively address CB. To obtain this information, teachers were presented with two vignettes describing a higher-level and lower-level behavior and asked to share their intervention procedures, perceived barriers, and reported impact of these behaviors on teachers and students. The participants were interviewed via Zoom. A total of five general education teachers and one special education teacher participated in this study. Data analysis revealed three main ideas that coincided with the three research questions. Teachers' responses were categorized and tallied to reveal common procedures and ideas about intervention processes, the impact of CB, and suggestions for improvement in behavior policy and procedures in schools. Implications for addressing CB within schools 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.]