Research demonstrates corporal punishment can negatively affect learning outcomes, produce feelings of isolation, and increase rates of aggression and anxiety in the students with whom it is used Gershoff, 2017; Lansford et al., 2014). Although Kenya outlawed corporal punishment in schools in 2001 (Government of Kenya, 2001), these practices have continued, as laws commonly remain unenforced (Nandonde, 2019) and the government has not widely disseminated viable alternative disciplinary strategies (Mendenhall et al., 2021; Nyutu, 2009; Oonge, 2014). Behavior analytic classroom management practices have proven a highly effective non-punitive form of classroom management but have rarely been applied within Kenya or Sub-Saharan Africa (Bunning et al., 2014; Gona et al., 2013). The purpose of this study was to test the applicability of evidence-based behavior analytic classroom management strategies in Kenya to provide teachers with an effective alternative form of behavior management. This study found that with slight cultural adaptations, a 1-hour teacher training in evidence-based classroom management practices and short feedback sessions could increase teacher use of training skills, elicit more student on-task behaviors, and generate high ratings of teacher acceptability. This study not only offers a potential non-punitive solution to the call for additional classroom management training in Kenya, but it also adds to the current research base demonstrating the applicability of behavior analytic classroom management techniques in a virtually uninvestigated setting. [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.]