Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and paraprofessional participants in a self-contained school for students with EBD. A classroom observation form was developed with school personnel to measure key classroom practices, and participants then used this form to conduct structured peer observations in each other's classes. This was followed by a single training targeting the practices that were least consistently used across classes during preceding phases of the intervention. Peer observations increased the consistency of the use of measured practices across classes, including the proper use of the school's reward point system. The targeted training further increased the use of the least consistently used practices. These changes were maintained up to two months after the end of intervention. Data from the district's Student Climate Survey were analyzed to evaluate the effects of the intervention from the perspectives of students. The benefits of targeting consultee observational skills as a goal during behavioral school consultation are discussed.