The effects of transition-based teaching was evaluated on the duration of in-class transitions, teachers' behaviors during transitions, and children's learning. Four teachers and children in an integrated preschool program participated. The duration of transitions and teachers' behaviors were measured during transitions, and children's learning was assessed in individual probes. A combination of the withdrawal and multiple baseline designs was used. Transition-based teaching did not alter substantially the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's targeted behaviors.