Teaching classwide behavior expectations and using specific praise (SP) are considered light behavior-management strategies that teachers might find acceptable to implement because they require little time or materials (McNamara, 1984; Oswald, Safran, & Johanson, 2005). Their use also is beneficial to students with mild disabilities who might often engage in distracting behaviors (Sutherland, 2000). However, limited research currently exists about high school teachers' use of these strategies or students' ratings of their acceptability. In this study, researchers used a multiple baseline/multiple probe single-case design to determine whether there was a functional relation between high school special education teachers' use of a behavior-prompting routine at the beginning of a lesson and their subsequent use of SP statements during the lesson. Three teachers of special education English and mathematics class sections at a single high school were recruited to participate. The teachers learned a routine to remind their students of classroom behavior expectations before each lesson, and outcomes were measured using frequency counts of teacher SP statements. All of the students in the 3 class sections were invited to participate in the study and were provided with parental consent forms to take home. No functional relation was found, but acceptability ratings for the behavior-prompting routine and SP were positive from the teachers and the 8 students whose parents provided consent. Based on the findings, the authors recommend future analysis of additional forms of positive teacher-student discourse in high schools and examination of high school students' preferences for SP and prompting.