Training teachers to select and implement appropriate function-based interventions may reduce their reliance on behavior specialists and other support staff to help manage their students' problem behavior in the classroom. Most prior studies on this type of training evaluated outcomes by measuring teachers' verbal report rather than their implementation of interventions. The purpose of this study was to replicate and extend prior research by training teachers to identify the putative function of problem behavior via assessment of descriptive data, to select the appropriate procedural variation of functional communication training (FCT), and to implement FCT accurately in role play. Five special education teachers participated. Results suggested that behavioral skills training (BST) was highly effective for all participants. These findings have important implications for disseminating behavior-analytic interventions into settings with limited resources.