Toddler tantrums are a typical part of child development but can cause stress to the teacher--child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler-classrooms, examining teachers' responses to 46 tantrums, and the results of these responses. Exploratory analysis examined the applicability of a popular framework for conceptualizing tantrums as emotional or cognitive. Results suggest when toddler teachers used a combination of emotionally supportive strategies, 91% of tantrums were resolved. The use of controlling strategies suggests teachers need support on effective responses to tantrums. The ability to categorize tantrums suggests a framework many practitioners endorse could be useful in communicating effective strategies.