Conjoint behavioral consultation (CBC) is an indirect form of service delivery in which parents and teachers collaborate to meet the academic, social, and behavioral needs of children. The purpose of this study was to evaluate CBC as a method of providing behavioral support for two students with emotional and behavioral difficulties (EBD) in mainstream classrooms. A nonconcurrent multiple baseline across participants' design and a follow-up phase were employed to assess an evidence-based intervention (self-management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioral control from baseline to treatment. Positive treatment effects were maintained at a 4 week follow-up. Norm referenced measures produced statistically significant and clinically meaningful changes in teachers' perceptions of disruptive behavior following treatment. Parents and teachers indicated satisfaction with consultation services and viewed CBC as acceptable and effective. The findings are discussed in relation to the limitations of the study, and to future research directions and implications for practice.