Although teachers are often asked to implement classroom interventions to address student behavior, little is known about their perceived usability of many evidence-based strategies. One thousand five elementary schoolteachers completed the Usage Rating Profile–Intervention–Revised (URP-IR) with regard to the use of one of five evidence-based classroom management strategies described in a hypothetical vignette. Results suggested that participants understood implementation procedures and did not feel that they would require external support to carry out the procedures with integrity. However, group contingencies were rated as less acceptable and less compatible with school climate than other strategies, and acceptability ratings were found to be the lowest for dependent group contingencies. Implications of the role of teachers’ perceived usability in the adoption and implementation of evidence-based interventions in schools are discussed.