Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators' use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction.