As schools develop inclusive practices to maximize student placement in their least restrictive environment (Individuals With Disabilities Education Act, 2004), students with problem behavior are increasingly educated in general education settings. As a result, general and special education teachers must be prepared to work with students with challenging behaviors; yet, they are not always adequately prepared in classroom management or with methods to respond to challenging behavior (Buchanan, Gueldner, Tran, & Merrell, 2009; Justice & Espinoza, 2007). This article describes The Good Behavior Game (GBG) as an interdependent group contingency that has long been recognized as an effective strategy for managing classrooms and improving student behavior (Lannie & McCurdy, 2007). The GBG has been effective at improving a variety of observable student behaviors such as on-task behavior (Dion et al., 2011; Flower, McKenna, Muething, Bryant, & Bryant, in press) and disruptive behaviors, such as talking out, being out of seat, and aggression (Babyak, Luze, & Kamps, 2000; Donaldson, Vollmer, Krous, Downs, & Berad, 2011; Kleinman & Saigh, 2011; Leflot, van Lier, Onghena, & Colpin, 2010; Witvliet, van Lier, & Cuijpers, 2009). Although the majority of studies have been conducted in elementary school settings, researchers have also seen reductions in disruptive and aggressive behavior in middle school and secondary classrooms (Flower et al.; Kleinman & Saigh; Philips & Christie, 1986), as well as in a residential high school for students with emotional disturbance (Salend, Reynolds, & Coyle, 1989). This article provides an explanation of specific procedures to use during preparation and implementation in the classroom.