Many individuals with autism display behavior that may interfere with the acquisition of new skills within the classroom. Due to the rising rates of autism, it is likely that many teachers will encounter students with autism and behavioral difficulties within their classrooms. Current behavior interventions are typically designed by specialists within local school districts. However, as the rates of autism within the classroom increase, this may no longer be a sustainable model. By applying practical and accessible behavior functional analysis procedures, such as a trial-based functional analysis (TBFA), for the classroom, teachers can analyze and intervene with unwanted behaviors as soon as they become present. This decrease in time delay from behavior identification to intervention may increase a teacher's sense of efficacy and minimize overall classroom disruption. The following tutorial provides teachers with a step-by-step guide to implementing TBFAs in the classroom. Resources for creating function-based behavior intervention plans are provided and lasting effects of behavior interventions on teacher efficacy in the classroom are discussed.