Special education teachers often make decisions about interventions to help reduce student problem behavior. There are many variables that impact how teachers make decisions regarding behavioral interventions, and the current study aimed to quantitatively evaluate how delay to treatment outcomes affect teacher decision-making. This study used the delay discounting framework to examine the effects of delays to treatment outcomes on special education teacher decision-making. Participants completed an online hypothetical delay discounting task based on the behavioral economic theory that the value of an outcome (e.g., treatment outcome) diminishes as the delay to that outcome increases over time. Our results indicate that most special education teachers discount delays in treatment effects, suggesting that special education teachers may prefer interventions that result in more immediate behavior change. Implications for future research and consultative practice are discussed.