The initiation of the Registered Behavior Technician (RBT) credential by the BACB has provided an important framework for the training of front line staff that provide behavior analytic services. The framework lists the competencies that must be mastered before one can become an RBT. The development of a competency-based curriculum (e.g., task analysis) and implementing training methods consistent with behavior analytic principles (e.g., Behavioral Skills Training) are skills that should be a skillset that most behavior analysts possess. What can vary between programs is the means by which the curriculum is delivered (e.g., in-vivo or online), how skills are taught (e.g., didactic or role-play) and the way skills should be performed (i.e., necessary components for a demonstrated skills). This presentation will review the experiences of early implementation of an RBT curriculum including a review of data from initial cohorts. Considerations of providing RBT training in predominantly non-behavioral settings or where ABA is a smaller part of a larger system (e.g., public school and University lab school), evaluation of competency and efforts to include other certified professionals within those settings will be reviewed.