With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A qualitative method called the Enhanced Critical Incident Technique was used to generate 22 representative categories from 241 observable incidents reported. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have made implementing the intervention easier. Implications for enhancing educators' use of equity-focused disciplinary approaches are discussed along with current research, theory, and consultation models. [The paper will be published in "Journal of Positive Behavior Interventions."]