Research has identified several factors that contribute to the effectiveness of professional development opportunities in schools including improvement of participants' knowledge, administrator support, incorporation of active learning activities, duration, fostering coherence, and timing. The current case study examined how these six factors contributed to the effectiveness of Positive Behavioral Interventions and Supports (PBIS) trainings conducted in Ohio, USA. More specifically, this case study (a) examined whether there was a relationship between each of these factors and the effectiveness of these training sessions and (b) identified the combination of factors that best predicted the effectiveness of these training sessions through multinomial regression analysis. Results revealed the effectiveness of the trainings was significantly related to incorporation of active learning, level of coherence between learning activities at the training and structures in place at participants' schools, increase in knowledge, and training date. Implications for future PBIS trainings and professional development events in general are discussed.