This study investigated the perceptions of middle school general education teachers about intervention strategies for challenging behaviors of students with emotional/ behavioral disorders (EBD). A total of 217 teachers recruited from three cities in northern Taiwan completed the self-developed survey "Challenging Behaviors of and Intervention Strategies for Middle School Students with EBD." The results of the descriptive statistics, analysis of variance-repeated measure, Pearson correlation, and multivariate analysis of covariance showed that general education teachers applied setting event strategies most frequently, but thought that antecedent strategies were most effective. Among the four types of strategies, the usage and the effectiveness of instruction strategies were perceived to be the lowest. We made suggestions for practice and future researchs.