Educators rarely inform function-based behavior plans with results from functional analyses. Barriers to conduct functional analyses in school settings may include lack of resources, time, and training. Trial-based functional analyses (TBFAs) may circumvent some of these barriers because they can be embedded into ongoing classroom routines, potentially reducing the need for additional assessment time and resources. However, relevant training is a barrier not addressed by use of a TBFA. To take steps toward reducing this barrier, we reviewed published articles that reported training educators to conduct TBFAs in school settings. We identified six articles that evaluated effects of training on educator TBFA implementation. All identified evaluations used behavioral skills training (BST) to train educators to implement TBFAs. Recommendations for school-based practitioners, limitations of current research, and suggestions for future research are discussed.