<p>Novice teachers comprise nearly 10% of the teaching workforce yet often are underprepared to meet the behavioral needs of students in their classrooms. While substantial research has identified practices that foster positive outcomes for students and teachers, novice teacher implementation of such practices has been understudied. This study, a replication of prior investigations, evaluated the effects of CW-FIT MS when implemented by two novice teachers each with less than three years experience teaching. Two single-case withdrawal research designs were used to evaluate changes to academically engaged behavior of consenting students. Teacher and student perceptions of social validity were also measured. While improvement to student behavior was observed, student and teacher perceptions of the intervention were less favorable, particularly related to usability, than prior studies of CW-FIT MS. Practical implications and future directions of inquiry are presented.</p>