This dissertation explored questions related to teaching graphing skills to graduate students in behavior analysis. In Study 1, a survey of BCBAs asked which graphing conventions behavior analysts are most likely to revise. Only five conventions received high overall agreement and differences in revision ratings were associated with demographic variables such as education level and primary work setting. These five conventions along with 25 conventions derived from a logical analysis were selected to teach via conceptual training modules (conceptual training) based on principles of behavioral instruction and general case analysis. In Studies 2 and 3, conceptual training increased the accuracy of verbal behavior about graphing conventions, though participants achieved criterion in the absence of instruction for some skills. When graphing failed to meet criterion, feedback and self-monitoring checklists (checklists) about the conventions was implemented. The checklists were presented as a primary intervention in Study 4. Two out of four participants did not require conceptual training to reach criterion, while the remaining two participants required conceptual training to reach criterion for one of the three skill sets. Across participants, conceptual training resulted in moderate increases in graphing accuracy, but graphing only reached criterion for one skill set for one out of eight participants. The checklists increased graphing accuracy to criterion across participants. This evaluation highlights the utility of a sequential approach to training the component skills of a complex repertoire while assessing skill acquisition at the level of the individual learner. [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.]