Failure to provide adequate teacher training related to a specific intervention or approach during consultation may be associated with a host of negative outcomes. Requiring teachers to implement an intervention with little to no training increases the probability that the intervention will not have the intended effect and subsequently will fail to bring about desired change in student behavior. Moreover, substantial time and effort are necessary to implement a consultation model (Erchul & Martens, 2010). Activities typically entail a series of interviews between a teacher and consultant (e.g., problem identification), student assessment, classroom observations, data collection, and analysis to gather sufficient information to develop an intervention plan that is then followed by teacher training and progress monitoring. The activities collectively can span dozens of hours. If the plan is ultimately ineffective due to low teacher integrity resulting from insufficient training, these expended resources are wasted. In contrast to the potential for poor outcomes associated with insufficient teacher support, this article presents a model, developed by several researchers of consultation that applies the principles of behavioral science to the training and support of teachers. The model contains two broad components: (a) initial teacher training and (b) ongoing teacher support.