This study examined general education teachers' implementation of behavior management interventions following consultation. Interventions were implemented for 8 elementary school students referred for consultation and intervention due to disruptive behavior in the classroom. Initial implementation varied across teachers, but became unstable or exhibited a downward trend in the absence of follow-up. Brief meetings that reviewed the intervention materials were associated with improved implementation for 1 teacher, marginal improvement for 2 others, and were ineffective for the fourth. Performance feedback resulted in high stable implementation. As follow-up meetings were provided less often, implementation remained generally high, but was somewhat less stable. Implementation for two subsequent referrals was at a higher level than the initial referrals. Teachers rated the consultants positively and students' behavior as changing in the desired direction. Observations prior to and after intervention supported tea cher ratings. The implications of these findings for consultation and intervention implementation are discussed.