Students with emotional and behavioral disorders (E/BD) may exhibit both learning and behavioral needs that affect the teacher's ability to provide effective instruction. Extending beyond simple academic content knowledge, effective teacher-based interventions include preventive and predictive actions that manage the disruptive behaviors often exhibited by these students. The degree to which teachers are able to create environments to effectively manage these behaviors is directly related to the probability of student success in the classroom. This article describes teacher-based environmental and instructional strategies for use in typical classroom settings with students exhibiting E/BD and challenging behaviors. Examples are provided to show how teacher-mediated interventions (i.e., antecedent and consequence strategies) are integrated for better inclusionary practices for students with behavioral concerns. (Contains 2 tables and 2 figures.)