Interventions in the clinical setting have been established as an effective means for treating challenging behaviors and increasing skill acquisition, however, truly effective interventions equate to comprehensive interventions. For an intervention to be comprehensive, the target behavior must be addressed across a variety of stimuli, one of the most important of these being the school setting. The school setting has proven itself to be one of the more difficult in which to transition, being problematic even for well-practiced behavior analysts. Poor learning history with schools have led toward an apprehensiveness across professionals with regard to collaboration. The combination of apprehension and poor learning history often leads to ineffective school-based treatment, wherein the client and their development suffer. Beyond basic apprehension, taking the school on as a client opens up a whole series of ethical considerations that, if left unaddressed, can leave a well-meaning behavior analyst unknowingly at risk. This presentation will cover strategies to ensure the most ethical and effective school-based practice, while addressing potential strategies to correcting the poor learning history.