This study aimed to investigate the effects of Acceptance and Commitment Training (ACTr) before or after behavior skills training (BST). This study included four special education teachers from a Midwestern public school. Using a withdrawal design, the study explored the effects of ACTr+BST and BST+ACTr on stress levels, psychological flexibility, and implementation accuracy on a video-based stimulus preference assessment (VMSWO SPA). The teachers all received BST on VMSWO and ACTr on values, committed actions, and defusion. Pre-post measures were collected on stress levels and psychological flexibility. Implementation accuracy scores were collected as percentage correct for each VMSWO trial, and daily self-rating of stress levels were reported. In this study, after BST and in-situ BST were completed, three of the four teachers demonstrated improved implementation accuracy on VMSWO. The fourth teacher required an additional booster BST session. The two teachers in the ACTr+BST sequence showed changes in ratings on the SUDS, PSS-10, and CompACT, along with continued implementation accuracy following ACTr and BST. Teachers in the ACTr+BST sequence require fewer training trials to meet mastery criteria and did not require booster BST sessions. These findings suggest that ACTr before BST may result in fewer training trials and reduced stress levels than when ACTr occurs after BST. [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.]