There are many instructional approaches that had been arranged in special education, especially with learning disabilities. Although the field of learning disabilities has been a safe harbor for dozens of techniques, a number of others had been beached. It is regrettable that data rarely played a role in whether a technique was dispatched or retained. It seems like a technique simply stuck or didn't. The demise of many of those techniques was a blessing but a few of them should have been retained like "applied behavior analysis" (ABA). There are seven components of ABA that should be seriously considered by teachers in regular and special education and by clinicians of all types in their efforts to develop and maintain behaviors of their clients. Five of the seven features of ABA that should be considered are more philosophical (i.e., direct measurement, contingency management, precise behavioral language, behavioral processes, and self-management) than technical (i.e., pinpointing behaviors and charting). Teachers would be far better off if they examined all seven aspects and did their best to implement them. But if they cannot bring themselves to carry out the technical characteristics of ABA--pinpointing and charting behaviors of their clients and making decisions from those data--they should at least develop a solid behavioral attitude by accepting the five philosophical features. This article discusses the seven features of ABA.