Background: Behaviour support plans (BSPs) are at the core of positive behavioural support for challenging behaviour, but nonadherence to BSPs is common. Generally, nonfluent component knowledge prevents learners achieving fluent application and retention of information, and we hypothesised that this may apply to staff learning BSPs. Method: We compared the effectiveness of fluency training (FT) and precision teaching on staff learning of BSPs with staff receiving consultation as usual, comprising standard support for learning BSPs. All staff completed pre- and postintervention tests measuring frequency of component skill recall and application of component knowledge (composite skills). Results: The FT group made and maintained greater gains in component skill recall and achieved higher composite test scores, suggesting greater application of component skills. These effects were associated with moderate effect sizes. Conclusions: This study offers initial support for the application of FT and precision teaching for staff learning BSP content.