The primary goal of this project was to increase schools' resources and staff skills in providing function-based behavior support to individual students with chronic problem behaviors. Over the course of a 3-year period, 10 school teams received training in and on-site consultation on functional behavioral assessment (FBA) and behavior support planning. This article documents (a) how the teams were trained, (b) the level of FBA knowledge gained by each participating team member, (c) the extent to which critical features of FBA were implemented in each school, (d) the extent to which the training and procedures were found acceptable by school staff, and (e) lessons learned on how to train school teams to implement systems of FBA. Limitations of the current demonstration and future research directions in the area of FBA and behavior support are discussed. (Contains 3 tables and 4 figures.)