Disruptive student behavior is a common stressor for elementary school teachers and can significantly detract from instruction time (Greenberg et al. 2016; Robb et al. 2011). Although classroom management strategies and targeted interventions (e.g., daily report card) are effective in preventing and reducing disruptive behavior (Epstein et al. 2008; Pyle and Fabiano 2017), teachers' use of some of these strategies is limited (Hart et al. 2017; Owens et al. 2018). One means to support teachers' use of interventions is via problem-solving consultation with performance feedback (also referred to as coaching) to improve teacher knowledge about the interventions and skills in applying the interventions (Frank and Kratochwill 2014). Yet, even when teachers receive this support, intervention implementation is variable (Fabiano et al. 2010; Owens et al. 2019), suggesting that other factors (in addition to teacher knowledge and skills) may influence implementation (Han and Weiss 2005). One hypothesized variable is teacher beliefs (e.g., about the importance of the intervention or confidence in their own skills). Indeed, because implementation integrity often drops precipitously when consultation is withdrawn (Mortenson and Witt 1998;Noell et al. 1997), other factors such as teacher self-efficacy and motivation may be needed for ongoing strategy use. Given that low and variable implementation can severely compromise student outcomes (Conroy et al. 2015; Owens et al. 2017), innovative consultation methods that address knowledge, skills, and teacher beliefs may be needed to adequately support teachers who are struggling with implementation integrity. [This is the online first version of an article published in "Prevention Science" (ISSN 1389-4986).]