Preschool children exhibiting externalizing behavior problems are frequently subjected to harsh disciplinary measures, such as expulsion, which can have lasting negative effects. Teachers have the potential to better support these children by fostering their development of social-emotional skills. In this study, the researcher collaborated with a local early intervention agency to provide teachers with supplementary support grounded in emotion socialization theory while implementing a Pyramid Model intervention, targeting students with externalizing behaviors. Four teacher-child-parent triads who needed support in reducing the focus child's externalizing behaviors and enhance social-emotional competencies in the focus children through emotion-socialization-based teaching practices participated in the study. Both teachers and children possessed foundational skills and strengths, which were leveraged by specialists and researchers to improve interactions and advance social-emotional development. Teachers engaged in reflective practices concerning their emotion-focused teaching methods and overall well-being. They identified influences on their capacity to implement emotion-based teaching strategies during interactions with the focus children. Data were collected via pre-intervention interviews, coaching sessions, performance feedback meetings, live observations, and surveys to evaluate teacher-child interactions throughout the intervention process. Notably, three out of the four children were dismissed from their childcare centers due to their behaviors before the intervention was completed, underscoring the urgent need for systemic changes in how early childhood education (ECE) classrooms and teachers are equipped. This finding emphasizes the importance of providing ECE teachers with high-quality training in evidence-based social-emotional teaching practices, particularly for children with special needs. [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.]