This study investigated the effects of interdependent group contingencies (IGCs) on teacher behavior in high school classrooms. Interdependent group contingencies, rooted in the principles of applied behavior analysis, have demonstrated to be effective in managing student behaviors. However, their impact on teacher behavior has remained underexplored. Using a multiple baseline design across three high school teacher participants, this study examined changes in specific teacher behaviors, including the frequency of positive reinforcement in the form of praise statements, and use of corrective feedback in the classroom. Teachers were trained using behavioral skills training (BST) to implement an IGC in their classroom during lessons. The results of this study showed a rise in overall feedback delivered by teachers with a higher increase in praise statements than corrective feedback when the interdependent group contingency was in place. Furthermore, the addition of a self-monitoring protocol ensured treatment fidelity which enhanced the intervention's effects. This research underscores the potential of integrating interdependent group contingencies as an approach to improve teacher practices in the high school setting. Implications for future research and practical applications in educational settings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]