Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success.Young children who exhibit problem behavior present significant challenges to their adult caregivers, peers, and others with whom they come into contact. Unfortunately, the demonstration of problem behavior early in a child's life is predictive of a host of negative developmental outcomes such as drug abuse, juvenile delinquency, violence, and school dropout in the later years of schooling (Patterson, Capaldi, & Bank, 1989;Webster-Stratton, 2000). Moreover, young children who lack social, emotional, and behavioral competence receive less mental health service and, when coupled with the potential for serious negative outcomes, are at a significant disadvantage in classroom settings (Markowitz, Carlson, & Frey, 2006).Theorists and researchers alike have discussed the complex array of factors-and interactions among them-that impact the development of problem behavior. One useful framework for examining the development of problem behavior is the ecological model of child development (Bronfenbrenner, 1979). In this model, Bronfenbrenner describes human development as a set