Behavior problems are increasing in frequency among preschool children. Thus, preschool teachers must be prepared to manage the increasing disruptive behaviors exhibited in their classrooms. Because positive behavioral management strategies are accepted by teachers and have been proven effective, token economies may be promising interventions to manage disruptive behavior in the classroom. However, little research has been conducted in this area. In addition, there are developmental, practical, and philosophical issues that should be considered before token economies are recommended for preschool classrooms. This paper reviews the relevant research in this area and addresses each of these concerns.