Federal legislation, public policies and humanitarian concerns have led to a worldwide increase in the demand for capable behavior analysts to provide services in educational programs for children with special needs. Those trained and certified as meeting standards of competence in ABA bring a breadth of knowledge and skills to those programs. Included are functional, reinforcer and environmental assessment, methods of shaping social and educational performance, techniques for monitoring, recording, graphing and analyzing data and much more. Satisfying everyone simultaneously by meeting managerial, staff and parental priorities generally is not feasible. How behavior analysts in these setting are most efficiently and effectively to apportion and prioritize their time and effort becomes a real challenge. We shall address this issue, emphasizing 1) behavior analysts' performance functions in such settings and 2) tactics for setting long and short-term priorities and 3) for effectively managing that performance. Panelists and audience members are invited to share their own most successful strategies and materials.