<p>This study sought to examine the effects of emailed implementation support on teachers’ use of behavior specific praise (BSP). The effects of the intervention on select student outcomes were also observed. Participants were four early elementary school teachers that sought support for implementing evidence-based classroom management practices. A concurrent A-B-C-D multiple-probe design was utilized to observe changes in the teachers’ BSP and correction frequencies and their students’ on-task and disruptive behaviors when didactic training, email prompting, and email performance feedback were introduced in separate phases. The results indicated that three of the four participants increased their BSP frequency and two of the four participants decreased their correction frequency after emailed implementation supports were introduced. Effect size analyses indicated notable effects on students’ disruptive behaviors. In contrast to prior research, all four participants indicated a preference for email performance feedback. Limitations and future directions for emailed implementation support are discussed.</p>