Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers' classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = 0.41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.