Performance feedback (PF) has become popular in the school-based literature as a method to increase the treatment integrity of prescribed interventions. The current study extracted and aggregated data from single-case studies that used PF in school settings to increase teachers' use of classroom-based interventions. Results suggest PF is moderately effective at increasing integrity after a new strategy or intervention has been introduced, curbing a general tendency for declining integrity following skill training. The type of skill for which teachers received PF and setting moderated the effect. Important questions remain, however, regarding the use of PF in schools and the most effective method for its implementation. (Contains 4 tables and 1 figure.)