The purpose of this qualitative descriptive study was to explore how special education teachers interpret, explain, and apply their undergraduate preparation of individual behavior management strategies in K-12 classrooms with a theoretical framework based in the meta-theory of self-determination. The problem of the research study was that it was not known how special education teachers interpret, explain, and apply their undergraduate preparation of individual behavior management strategies in K-12 classrooms. Data were collected using questionnaires, personal and a group interview across 5 weeks' time. The results found themes: (a) special education teachers believe an individual approach to working with students is essential, (b) special education teachers wanted more preparation in individual behavior management strategies, (c) special education teachers provide basic examples of individual behavior management strategies in limited detail that they learned in the classroom throughout their undergraduate, (d) special education teachers express the importance of hands-on learning experiences in undergraduate to promote competence of individual behavior management, (e) special education teachers collaborate with others to select appropriate strategies for students, (f) special education teachers use data to apply appropriate strategies in the classroom, and (g) special education teachers apply strategies learned in undergraduate preparation with additional strategies learned elsewhere to meet student needs. These teachers understand that students are unique and that it is important to use all resources available. [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.]