The functional behavioral assessment (FBA) has been a hallmark practice amongst educators working with students demonstrating challenging behaviors. Although the process has been mandated in special education since the Individuals with Disabilities Education Act of 1997, the FBA varies in form and implementation across the United States of America (USA). Using a survey format, educators from Midwestern USA were asked to share their experiences as to how FBAs are conducted. Results indicated educators were strongly assured on FBA form and implementation but indicated reservations on culture as a factor on behavior. Discussion on results and suggestions for future research are offered.