This study sought to assess special education teachers' perceptions on the effectiveness with BIPs, their abilities to write and implement behavioral intervention plans (BIPs), and general education teachers' ability to implement BIPs in an inclusive academic setting with fidelity. The researcher utilized a convergent parallel mixed-methods research design using structured interviews and Likert rating scale questions. The findings indicated that the amount of training that special education teachers received to write and implement BIPs determined how confident the participants were in writing and implementing these plans. Results also suggested that the special education teacher participants did not feel confident in general education teachers' abilities to implement the plans with fidelity in the general education setting. Future research could focus on generalizing this study with increased participants used, and utilizing a pre and posttest when a training variable is implemented during the study. This study indicated that more trainings in the areas of writing and implementing BIPs are essential to the success of BIPs. [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.]