Educating students who engage in disruptive behaviors is a challenge for many educators. Literature acknowledges this challenge, but there is a paucity in the research related to the perception of teachers, specifically elementary teachers who teach within self-contained behavioral programs on the effects of the interventions they are currently implementing to decrease disruptive behaviors within the classroom. This multiple case study explored the experiences and perceptions of five elementary special education teachers from upstate New York, who teach within self-contained behavioral programs. Through a cross-case synthesis that included a within case analysis for all five participants followed by a cross-case analysis across all five participants using an inductive analysis framework, the following research question and sub questions were answered: What are the perceptions of elementary special education teachers teaching in self-contained behavioral programs, in regard to the implementation of the antecedent interventions of choice and social-emotional check-in on decreasing disruptive behaviors in the classroom? What is disruptive behavior? How do teachers support students with disruptive behaviors? What specific antecedent interventions do teachers prefer? How do teachers perceive themselves transforming over time as a teacher of students with behavioral challenges? The results of this research study concluded with four primary themes: (1) antecedent interventions, (2) no one size fits all, (3) not working, time to change, and (4) disruptive behavior is interfering and subjective. This research study provided an in-depth exploration of how, why, and what elementary special education teachers who teach within self-contained behavioral programs implement to address disruptive behaviors within their classrooms. The results of this research study correlate and complement previous research related to the theories of behaviorism, constructivism, and transformative learning theory. [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.]