Due to the myriad of complex decisions that BCBA candidates must make, both in academic and clinical settings, the use of Equivalence Based Instruction (EBI) and Relational Frame Theory (RFT) in concept instruction may aid in the ability to make such decisions which require derived relational responding across arbitrary dimensions (Roessger et al., 2018). Furthermore, scholars have found that behavioral fluency leads to generative outcomes, including improved retention, endurance, stability and application of skills (Binder, 1996). The current study seeks to teach BCBA candidates applied behavior analytic concepts using Equivalence Based Instruction (EBI) and frequency building within a concurrent delayed multiple probe across behaviors single-case design. Experiments one and two taught three sets of concepts used EBI to develop stimulus classes. Experiment one utilized topography based, free operant teaching procedure (TAFMEDS) and selection-based match-to-sample discrimination training. Experiment two utilized only a selection-based match-to-sample teaching procedure. Results indicated that in both experiments training led to the ability to compare and contrast features of concepts, but training led to variable responding in tests for symmetry and transitivity. Limitations with respect to stimulus control and maintenance of trained relations were identified. Last, both experiments resulted in little evidence for stimulus generalization in which a multiple-choice assessment was administered and participants were asked to match a term to a novel vignette exemplifying the term. Future studies should continue to assess how frequency building can assist in the formation of relational networks and how such relational networks can be utilized in the teaching of applied concepts in higher education. [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.]