Schools and educators are faced with the tremendous task of preparing students to be successful in school and beyond in a fast-paced, ever changing world. Behavioral skills, just as academic skills are critical for student success. While the West Fargo secondary schools have established a systematic and effective structure of support for academic success, known as MTSS academics, no such structure exists to address the behavioral needs of students. Further, there is no system in place for the training of teachers to begin the implementation of the MTSS behavior supports. Without teacher training during the implementation of the program, teachers will not be able to properly implement the MTSS behavior pathway and students will not receive the kind of support needed for success. The purpose of this study was to develop, implement, and evaluate a systematic process for the implementation of MTSS behavior pathway at Sheyenne High School utilizing the Concerns Based Adoption Model. This process included the development of the components of the MTSS behavior pathway. It also included the administration of the training model to the teachers to initiate the implementation through actively engaging them in the reflection on the development and implementation of the MTSS behavior pathway. The concerns-based adoption model was utilized to track and address teachers’ questions and concerns throughout the training. In addition, an evaluation of the training process was conducted to determine the effectiveness of the training and to inform the structure and process of the implementation of the MTSS behavior pathway. The overall evaluation data collected indicated that participants had positive perceptions of the workshops, activities, and support provided through this model.