As school psychologists help teachers plan and implement classroom behavior management interventions, teacher perspectives on these interventions are vital to consider. To better understand teacher perspectives on a well-established, effective intervention, this study analyzed teacher responses to the Good Behavior Game (GBG; Barrish et al., 1969). After two days of training and several weeks of implementing the intervention with coaching, the teachers were interviewed regarding their experiences. Following qualitative analysis of teacher responses, the results revealed several strengths of the intervention and its outcomes, including improved student behavior and ease of implementation. Teachers additionally provided insights on adapting the intervention for the classroom context, such as modifying terminology, timing, and rewards. Recommendations provided based on teacher data can refine future research studies and real-world implementation of the GBG. This study provides depth to the GBG literature, which primarily focuses on intervention outcomes, by capturing important implementation factors (e.g., training/coaching, adaptation, social validity) as discussed by the intervention implementers themselves.