Managing student behavior can be one of the greatest concerns and a laborious enterprise for prospective teachers in urban schools. Urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices, methodologies, and behavioral interventions in an effort to reduce the risks of behavior problems and school failure. Minor modifications to an ABC assessment can assist novice urban educators in their development into star teachers and reflective practitioners. Using the case-based analysis approach, this article illustrates how one novice urban teacher, mentored by a "star teacher," modified the positive behavior supports model to resolve and alter unproductive student behavior in the classroom.