Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empirically-based proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is "buy-in," or personal interest, agreement, and investment in the implementation of a practice. When teachers buy in to an intervention, they may be more likely to implement and maintain the intervention with fidelity. Yet, there is little empirically-based understanding of buy-in or strategies known to increase the buy-in of school staff. The purpose of this paper is to describe research from social psychology that may be useful in developing a theoretical framework for buy-in, as well as approaches to increasing teacher buy-in and use of PBM. Implications for incorporating strategies from social psychology into teacher professional development to increase buy-in and use of PBM are discussed.