Teachers do not have adequate training or support to effectively address challenging behaviors exhibited by students. The purpose of this study was to obtain insight into the benefits and challenges of a collaborative relationship between a behavior analyst and educators. The framework for this study is applied behavior analysis and its three-term contingency illustrating how behaviors along the antecedent-behavior-consequence sequence are elicited by the environment and how consequences of behavior can affect its future occurrence. Eight teachers from an urban school district in central Indiana were recruited. Using a qualitative case study design, the researcher consulted with each teacher participant about their experience with difficult and challenging student behaviors occurring in their classroom. Teachers were also interviewed about how they felt about consulting with an expert in the application of applied behavior analysis in the school environment and what they believed were benefits and challenges regarding the intervention techniques they were taught and implemented in the classroom. Study results show teacher reported the collaborative relationship with the behavior analyst as being very helpful and expressed that more time with the behavior analyst would be ideal. The findings suggest that hiring a behavior analyst to work in a public school setting may be an ideal situation for helping teachers problem-solve challenging behaviors occurring in their classroom. [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.]