Ala’i-Rosales et al. (Behavior Analysis in Practice 12:222–234, 2019) introduced a framework for the intentional inclusion of specific goals into a child’s treatment plan, which they coined the “Big 4.” The guidance suggested by Ala’i-Rosales et al. is relatively simple: set goals to prioritize clinical attention on the development of skills that are incompatible with challenging behavior and permit the child to successfully navigate four common conditions known to evoke challenging behavior. While the overall strategy may be simple, a behavior analyst must bring their skill set to bear and develop individualized approaches to treating challenging behavior based on each child’s unique contingencies. Using this preventative intervention framework, the behavior analyst must also train and support interventionists in learning how to identify teachable moments and capitalize on opportunities for the learner to acquire these repertoires. While there is no empirical research on training interventionists to implement these preventative strategies, the purpose of this chapter is to outline possible skills and methods to train interventionists to implement preventative interventions focused on the Big 4 repertoires.