There is substantial empirical evidence that the Functional Behavioral Assessment (FBA) process is an effective means to reduce student problem behavior and increase desirable behaviors (e.g., What Works Clearinghouse, 2016). The use of an FBA as the basis for a behavior intervention plan (BIP) has been a requirement for certain disciplinary actions since the amendments to the Individuals with Disabilities Education Act in 1997 (IDEA; 2006). This article provides an over view of the FBA-BIP process, and describes four common pitfalls associated with fidelity to the FBA-BIP process. Each pitfall is paired with a technical assistance suggestion. Implementing FBA-BIPs in a manner consistent with best practice will allow educators to create FBAs and BIPs that are not only helpful for students and teachers but also comply with legal requirements. Although the FBA-BIP process is a complex and time consuming endeavor, being aware of and able to avoid potential pitfalls will likely result in generating a valid hypothesis regarding the function of the behavior and increase the likelihood that a well-designed and implemented BIP will result in positive behavioral change.