In considering classroom management strategies, understanding the environmental factors related to available reinforcement and their effect on student behavior is crucial. When teachers or school staff have access to information related to student behavior function, it can be used to design and implement more effective behavioral intervention plans (BIPs). One important component to consider in developing and implementing BIPs is antecedent conditions, or what happens before a behavior is emitted. Many school psychologists have been trained to see behavior within a three-term contingency (antecedent > behavior > consequence), and many functional behavioral assessment (FBAs) reflect that understanding. However, an overreliance on the three-term contingency may lead to the mistaken belief that the field of behavior analysis does not consider motivation. In fact, a more comprehensive framework considers behavior within a four-term contingency (motivation > antecedent > behavior > consequence). This approach includes an assessment of motivation to better understand why the behavior is occurring and may help practitioners to identify potential environmental modifications that can be made to promote appropriate student behavior. The purpose of this article is to describe motivational components that may influence behavior and how to develop effective BIPs with an understanding of these components.