Classroom-based intervention may be warranted to promote positive, prosocial behavior for students with exceptionalities and their typically developing peers. One such intervention with a wealth of research support is the Good Behavior Game. As the Good Behavior Game is a multi-step behavioral intervention, a teacher might receive training from a colleague (serving as a coach) to learn how to implement the Game with high levels of fidelity. Results from research indicate that the type of training provided to the teacher matters. That is, direct training that includes verbal and/or written instruction, opportunities to practice, as well as positive and corrective feedback appears to promote the best intervention implementation post-training. This can subsequently lead to better student outcomes. A direct training process (didactic instruction, modeling, rehearsal and/or role play, and feedback) can be used to train a teacher to implement the Good Behavior Game. This is illustrated below with a case study featuring a teacher being trained to implement the Good Behavior Game with modifications to support students with exceptionalities in a fifth grade inclusion classroom.