Reform in educational policy and federal legislation has placed an emphasis on data collection pertaining to student outcomes in the academic setting. In response, school systems have shifted to multi-tiered frameworks that utilize varying levels of support through the implementation of evidence-based interventions. Data-based decision making determined by student success within these interventions is, at best, inconclusive without the collection of treatment integrity data. However, present evidence-based methods of improving treatment integrity are reactive and also require time and staffing demands that may not be feasible in the school setting. The present research aimed to investigate Computer-Guided Implementation Planning as an effective and more feasible option to consider when supporting implementer levels of treatment integrity. Teachers were asked to implement the academic intervention Cover, Copy, and Compare with nominated students having difficulty with mathematics fluency. Following the completion of Computer-Guided Implementation Planning, teachers consistently demonstrated substantially improved levels of implementation adherence and moderately improved levels of implementation quality. They also found Computer-Guided Implementation Planning to be socially valid. Improved levels of treatment integrity were found to align with improved levels of fluency for the majority of students who participated. Implications and future directions related to the present findings are discussed below. [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.]