The purpose of the study was to determine the current trends of FBAs and BIPs in a large school district in Arizona. The FBA and BIP components determined best practice by previous literature (Van Acker, et al., 2005; Blood & Neel, 2007) were used to analyze FBAs and BIPs of elementary age students grades Kindergarten through fifth grade serviced in a self-contained classroom designed for students with Emotional Disabilities. BASC-2 composite scores were reviewed and compared to students in the typical population as a means of determining a standard for self-contained placement for the participants. In addition, demographic data were examined including: sex, ethnicity, age, grade, grade of ED eligibility if applicable, and age of ED self-contained placement. This study investigated the FBA/BIPs to determine if they contained the necessary components determined to be best practice by previous researchers (Blood & Neel, 2007; Van Acker et al., 2005) and to answer specific questions about the plans. The major findings of the study with regard to the investigation of the specific FBA/BIP components include: 1) none of the participants had identified and detailed antecedent events in which the problem behavior was least likely to occur 2) the majority of the FBAs did not have an operational definition for the identified target behavior 3) nearly none of the FBAs identified the function of the target behavior 4) the majority of the FBAs had insufficient data regarding the frequency, intensity, and duration of the target behavior 5) none of the BIPs had an identified hypothesis that was considered sufficient. These findings answer the posed questions regarding the antecedent events, behavioral aspects, and consequences/interventions addressed on the FBA as well as the behavioral aspects and consequences/interventions addressed on the BIP. The implications of these findings and areas for future research are discussed.