This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroom instruction. Training procedures based upon previous research (e.g., Iwata et al., 2000) were used to teach FA procedures; performance feedback was used during training and FA implementation to support procedural integrity. Results indicated that training and performance feedback increased integrity to FA procedures for 2 of the 3 teachers; 1 teacher understood the procedures after a second reading of the procedures. Two teachers sustained acceptable integrity throughout classroom implementation; 1 teacher demonstrated variable performance during classroom implementation. Implications for classroom-based behavioral assessment and the use of specific consultation procedures--training and performance feedback--in supporting FA in instructional environments are discussed. (Contains 1 table and 1 figure.)