The purpose of this survey study was to determine the following: (a) What strategies do Turkish special education teachers use to address problem behaviors in their classroom? (b) What are teachers' views with regard to the effectiveness and acceptability of these strategies? (c) Is there a relationship between the use of strategies and teachers' perceived effectiveness and acceptability? and (d) Are differences among teacher ratings of strategy use, effectiveness, and acceptability associated with teacher characteristics (e. g., area of specialization, years of experience)? Results revealed that Turkish teachers' views of acceptability and effectiveness of strategies varied; however, in general, their ratings of positive strategies were higher than their ratings of reductive strategies. Results are discussed in the context of current literature, and directions for further research are suggested.