The number of credentialed behavior analysts has been growing exponentially as the field tries to keep up with the demand for credentialed professionals. As the field continues to grow and expand, behavior analysts have found higher demand for their expertise not only in clinical settings but school settings as well. There is little information available as to the roles of behavior analysts across settings. This mixed-methods study examined the roles of behavior analysts across environments. This study included cognitive interviews, surveys, and focused interviews to gain an understanding of the roles of behavior analysts in clinical and school settings. The results of the qualitative and quantitative data reveal that behavior analysts have similarities and differences in their roles across clinic and school environments. Although there are similarities in the roles across settings, there are both qualitative and statistically significant differences in the roles of clinic-based behavior analysts (CBBAs) and school-based behavior analysts (SBBAs). Considerations and implications of these differences 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.]