Purpose: This study delves into the practical implications of behavioral skills training, which includes written instruction, modeling, role play, and feedback, on special education teachers’ accurate delivery and maintenance of the picture exchange communication system (PECS) procedures. Methods: The research involved training two elementary special education teachers and one secondary special education teacher, who had no prior experience or training in PECS, to implement PECS in the first stage following the behavioral skills training. The study employed multiple baselines across participant designs, including baseline, written instruction, modeling, role play, feedback, and maintenance phases. Results: The findings underscore the practical benefits of this training, as it significantly im-proved the teachers’ performance accuracy in the first stage of PECS and maintained their performance accuracy over time, thereby enhancing their effectiveness in the classroom. Conclusions: The behavioral skills training indicated that could be training strategy that focuses on the feasibility of special teachers.