This chapter is concerned with adapting Motivational Interviewing to an early intervention addressing challenging behavior in classrooms. Motivational Interviewing (MI) is a powerful vehicle for increasing motivation and changing behavior in adults, and has been shown to increase participant time in treatment, effort, and adherence to intervention protocols. Given that these attributes are transferable to authentic educational settings, MI reveals itself as a promising intervention with wide ranging application in schools. Just as with any adaptation of MI, its application requires modification to the characteristics of the population it is applied with, as well as the contextual demands of the setting--in this case educational environments. In this chapter we discuss the constraints associated with the practice of MI in educational contexts, and particularly with teachers. We present the adaptations to MI utilized by our research team to overcome these constraints. Following the adaptations to MI, we describe the First Step Classroom Check-Up (First Step CCU), developed for use in educational contexts to address teacher behavior change within an empirically-based intervention for children who exhibit disruptive behavior in classroom settings--the First Step to Success early intervention program. Finally, we present selected results from our feasibility trial of the First Step CCU with a small sample of public primary school teachers. [This paper was published in: McNamara, Eddie (Ed.) (2014). "Motivational Interviewing: Children and Young People II: Issues and Further Applications" p83-102. Merseyside, UK, Positive Behavior Management.]