Teachers tasked with educating students in an inclusive environment must effectively work with ongoing behavior issues in the classroom. Increasing teacher praise statements while reducing negative statements provides one method for increasing appropriate student behavior and reducing and potentially preventing inappropriate student behavior. The current study examines the effects of professional development and daily e-mail feedback on teacher-initiated positive and negative behaviors in an inclusive elementary school setting. Four elementary teachers in a rural school district participated. Teacher behavior-specific praise increased and negative statements decreased for 3 of 4 teachers, maintaining results 2–3 weeks after intervention ended for 3 of 4 teachers. E-mail feedback was introduced as a novel component of changing teacher behavior. Limitations to the study, implications for professional development, and future directions for research are discussed.