Behavior-specific praise is an evidenced-based and effective classroom and behavior management strategy. Despite the effectiveness of behavior-specific praise, low rates of classroom implementation and expressed needs for additional professional learning on classroom and behavior management strategies persist. School leaders can use existing staff and resources to address these needs by providing professional learning and subsequent support to teachers. A multitiered, systematic, and structured professional learning approach can be used to meet most teachers' individual learning needs. This study evaluated the effects of using a training package with teachers to increase their rate of behavior-specific praise to decrease disruptive student behavior. Three early childhood teachers who displayed low rates of behavior-specific praise participated in the study. Teachers received virtual training and visual performance feedback within a multiple probe across participants design. Results indicated teachers increased their rate of behavior-specific praise following introduction of the professional learning intervention package and maintained following withdrawal. This study could not establish the impact of behavior-specific praise on disruptive student behavior. Implications for practice and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]