The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet, few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The results of the study indicate that a 4-day PLD in the summer significantly increased the special educators' perceived knowledge, confidence, and usefulness of classroom behavior support practices. Data from follow-up observations confirmed the high rate of practices implemented. We conclude with a discussion of the limitations and suggestions for researchers and practitioners.