The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers' practices and process skills was evaluated. Participants were 152 teachers of grades K-3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers' use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers' self-report of appropriate behavioral strategies (ß = 0.47, p < 0.001), observations of their use of positive attention (ß = 0.50, p < 0.001) and positive consequences (ß = 0.72, p < 0.001), and competence in addressing problems (ß = 0.95, p < 0.001). Teachers' appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed.