Purpose: The purpose of this study was to improve pre-service speech-language pathologists (SLPs) behavior management knowledge and self-efficacy through adaptive intervention options. Method: Using a sequential multiple-assignment randomized trial, we aimed to identify the best pathways to knowledge that considers an individual's response to instruction. We initially randomly assigned participants to either read a practitioner article or complete an online video module on two evidence-based behavior support practices. Results: Through a series of re-randomizations and intervention components, results suggested that overall knowledge improved across participants regardless of intervention sequence. We intended to explore moderators of intervention efficacy (content engagement, self-efficacy) and assess social validity; however, our final sample was too small for a meaningful analysis. Conclusion: Implementation of the SMART design was a challenge to full participation. We couch the discussion of our results in the context of the design, implementation, and areas of learning and promise, and directions for future research.