This study examined incivility in virtual classrooms among graduate students in behavioral sciences, focusing on the challenges of maintaining respectful online environments. The research question addressed how online faculty identify and manage incivilities in graduate programs in behavioral health science. The theoretical framework integrated the Ability Model of Emotional Intelligence (AMEI) and Ginott's Congruence Communication Theory (GCC). Using a generic qualitative approach (GQI) with thematic analysis, data were collected through semi-structured interviews with ten faculty participants and analyzed using NVivo software. Key themes revealed forms of incivility including disrespectful communication, lack of participation, disruptive actions, and cultural insensitivity. Faculty employed strategies like setting clear expectations, consistent communication, and formal policies to manage these behaviors effectively, integrating principles of AMEI and GCC. Incivility was found to adversely affect student engagement and learning outcomes. Effective mitigation strategies included enhancing student engagement through interactive communication, collaborative activities, and prompt feedback. The integration of AMEI and GCC, was recommended for improving these interactions. Implications for social change include creating respectful virtual learning environments, benefiting both educators and students. Future research could explore the long-term effects of these strategies on academic performance and professional development in behavioral health sciences. [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.]