--- - |2 Abstract Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation. - Psychology in the Schools, EarlyView.