Functional behavior assessment is a technique supported by research, to assess behavior to determine causes of behavior and develop effective behavior interventions. In this article we discuss how special and general education teachers are prepared to assess students when they struggle academically, but are not typically prepared to assess students when they struggle behaviorally. Research shows little consensus about whether teachers can effectively conduct functional behavior assessments while attending to their responsibilities in the classroom. One argument is that the complexity of the process may be prohibitive for teachers to conduct valid functional behavior assessments on their own. Others argue that with training and support, teachers can effectively use functional behavior assessment to address behavior in their classrooms. In this article, three educators (two teachers and a behavior specialist) who have been taught to complete functional behavior assessment give their perspectives on teachers' use of functional behavior assessment in the classroom.