This article discusses an approach to assessment and intervention of challenging behavior in early education settings that integrates a focus on instructional conditions and early academic skill development. The authors suggest this approach allows for a better understanding of the relationship between social behavior and child performance with the overall goal of developing interventions that both reduce challenging behavior "and" increase learning. First, an overview of functional behavioral assessment (FBA) is provided followed by a discussion of early academic considerations. Finally, recommendations are made to support a more comprehensive assessment and intervention approach for challenging behavior. (Contains 2 tables.)