Effective classroom management may be one of the most important skills a teacher can possess. However, many teachers begin their careers lacking the expertise required to run a classroom to maximize the potential for student academic success. With the addition of legislation such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, teachers have become increasingly accountable for the academic achievement of their students. Numerous studies have found a direct link between effective classroom management skills and higher academic achievement of students (Oliver & Reschly, 2007; Gresham, 2009; Wenglinsky, 2002; Strong, Ward & Grant, 2011). Teacher praise for appropriate student behavior has been proven to be an effective classroom management strategy (Villeda, Shuster, & Carter, 2016). The current study examined the effect of two types of consultation (i.e., consultation only and consultation with performance feedback) on increasing teacher’s skill levels in the use of behavior specific praise in an effort to decrease student disruptions in the classroom. A multiple baseline A/B/B+C/ Follow-up design was used to determine the effectiveness of the two consultation methods. Results indicated that both consultation methods increased the teachers’ praise to correction ratios and reduced the frequency of students’ disruptive behavior. Implications of the study and future directions are discussed.