Language impairments in children are associated with later impairments in cognitive, language, and academic domains (Johnson et al., 1999). The prevalence rate for language impairments is high among community samples (7% to 17%; King et al., 2005), and speech and language disorders are often co-morbid with other neurodevelopmental disorders (Rosenbaum & Simon, 2016). Thus, one way to ensure greater access to services and increased intervention dosage is to train indigenous implementers to deliver evidence-based language interventions. The purpose of the following two studies was to (a) systematically review and synthesize the literature examining the use of behavioral skills training (BST) to train indigenous implementers (i.e., teachers and other professionals) to implement various interventions and (b) extend the current literature by utilizing BST to train teachers to implement primary components of a language intervention, milieu teaching (MT), with fidelity. Results of the systematic review showed that BST could be effectively used to train teachers and staff to implement a variety of interventions (e.g., reading racetrack, the picture exchange communication system [PECS], discrete trial teaching [DTT], the natural language paradigm [NLP]) targeting a variety of skills and deficits. However, only a handful of studies had sufficient rigor, quality, and interpretable outcomes to infer a functional relation. The second study was an empirical investigation examining the effects of BST training on implementation of MT. Two teachers were taught to implement MT using BST and both teachers learned to implement three core MT techniques: following the child's lead (FTCL), teaching social routines (TSR), and the system of least prompts (SLP). A functional relation was demonstrated across each tier for one teacher, with two out of three behaviors (FTCL and TSR) replicated across two teachers. Results from the systematic literature review and the empirical investigation have implications for future research in that both studies suggested indigenous implementers (teachers and staff) can and should be taught to implement interventions with fidelity, thereby increasing access to evidence-based interventions for children with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]