This systematic literature review aimed to identify the most effective practices for implementing new programs or techniques to help improve elementary teachers' behavior support skills and self-efficacy. A total of 95, mostly peer-reviewed, studies were included in this review. Findings largely supported the provision of professional development in evidence-based practices to increase teachers' behavior support skills. Coaching and positive behavioral support strategies were most commonly identified as effective practices. Inconsistent results were found regarding best practices for increasing teachers' self-efficacy. Best practices for implementing new programs included strong school leadership, positive school culture, collaboration, needs assessment, strategic planning, making data-based decisions, and providing professional development for leaders and educators. [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.]