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This study investigated functional behavior assessment and teachers in southern West Virginia. Participants were persons taking a course which would prepare them to work with students who have emotional and behavioral disorders. Knowledge of functional behavior assessment and related strategies was measured through a test that was administered both at the beginning of the course and at course completion. Use of strategies was measured by directly observing several teachers in their classrooms. The ability to use functional behavior assessment and to develop appropriate behavior intervention plans based on assessment data was also analyzed. The results indicated that although teachers did not necessarily perform well on the test of knowledge after course completion, they were able to apply skills learned to their own classrooms and to bring about positive changes in their students' behavior. The teachers who were observed in their classrooms also used appropriate behavior management strategies in their interactions with students during observation. The results of this study extended the previous research literature in functional behavior assessment, especially with regard to teacher participation in assessment activities.