Cognitive Behavioral Therapy (CBT) is a treatment method consisting of different interventions that have a long history of use with individuals with anxiety and depression. Despite CBT possessing a breadth of research support of which many interventions are considered evidenced based, the level of use in schools is not well known. Using the constructs from an implementation framework, this study aimed to 1) identify the current use of CBT strategies in schools, and 2) test whether demographic and implementation variables are linked with the use of CBT strategies in school settings. School psychologists and school counselors in districts across the Puget Sound region were surveyed using a 41-item web-based questionnaire. The descriptive results showed that, out of N = 168 respondents, approximately 38% of school psychologists and 63% of school counselors in the Puget Sound region report currently implementing some form of school-based CBT. Multilevel model results revealed that four factors were significantly positively related to the implementation of CBT in school settings, including provider's role (counselors were more likely than psychologists), availability of a CBT manual onsite, district resources available to staff, and the skill level the practitioner perceives about he or she possesses about providing CBT. With these factors in mind, a model for implementation of Evidence-Based Practices, such as CBT, is presented to assist with greater implementation and sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]