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The purpose of this study was to investigate the impact of kinder training on young children’s on-task behavior in the classroom. This study utilized an experimental single-case methodology and a multiple baseline across subjects design. Three elementary school teachers conducted weekly individual play sessions with three students they identified as frequently exhibiting off-task behavior. The findings provide support for kinder training as an effective play-based professional development training model that can improve students’ on-task behavior. Results demonstrated that all student participants showed improvement in on-task classroom behavior. Visual analysis revealed that all student participants demonstrated a positive change in on-task behavior during the intervention phase. All teacher participants reported observing improvement in the student participants’ on-task behavior and teacher–student relationships.