Early childhood teachers receive some training related to overall classroom management but report receiving little training and support when working with children who engage in challenging behaviour. To alleviate the barriers to supporting students who engage in challenging behaviour, it may be helpful to implement a technology tool that provides early childhood teachers with evidence-based prevention and intervention supports for their students. One such tool, the Family Behavior Support App (FBSApp), has been previously used with families of young children who engage in challenging behaviour. The FBSApp has been shown to be effective in increasing families' use of strategies, but the effects of the app in educational settings are currently unknown. The purposes of this single-case study are to see if there is a functional relation between the use of the FBSApp-created behaviour plan and teachers' use of function-based behaviour strategies, as well as teachers' perceptions of the FBSApp.