Comprehensive application of Behavior Analysis to Schooling (CABAS) is a behavioral model of schooling that incorporates components of other behavioral models and applies behavior analysis to teachers and supervisors as well as students. We report an experimental analysis of the application of CABAS to three classrooms in an Italian school for children with disabilities across one academic year, and a descriptive and comparative summary of school variables during the first year of CABAS at three schools in the U.S., along with data from the Italian school. The experiment in the Italian school used a multiple baseline design across three classrooms and was a systematic replication of a prior experiment by Selinske, Greer, and Lodhi (1991). The results replicated those reported by Selinske et al., with the application of the CABAS package resulting in significant increases in student objectives achieved, correct responses, and scripted instructional opportunities. The comparative analysis of the Italian and U.S. schools showed (a) students, teachers and supervisors in the Italian school achieved results comparable to those of the U.S. schools, and (b) all CABAS schools produced frequent occurrences of scripted or programmed opportunities to respond, which in turn resulted in steep acquisition slopes for attainment of educational objectives by the students.