This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making which includes policy directives, the costs and benefits, and policy borrowing from other contexts and economic settings. The second category focuses on working definitions of the term Conduct Disorder (CD). The third category relates to implementation, and illuminates the concerns about staff training and supervision including the impact of this on implementation fidelity. Finally, the gaps and implications for further research are explored.