This mixed methods study examined behavior management strategies used by preschool teachers to address student noncompliance in the classroom. Specifically, the study aimed to (1) examine the methods that preschool teachers are currently using to respond to noncompliant behavior in their classrooms, (2) measure the frequency with which each strategy is used or attempted, and (3) examine the reasons that teachers have chosen to use particular strategies. Observations and teacher interviews were conducted in five classrooms across two preschools located in a Midwest state. Results revealed that teachers use a variety of strategies to address noncompliance, many of which were also preventative in nature and designed to increase students' self-regulation. In addition, behavior management techniques that are currently recommended by research (e.g., guided compliance and proximity praise) were generally practiced by teachers in the participating schools. However, students were reinforced for appropriate behavior following noncompliance less than one-third of the time. These results suggest that teachers are using a broad range of recommended strategies, but the results also serve as a reminder of the importance of providing positive reinforcement for appropriate behavior following an episode of noncompliance. Additional implications for school practitioners and future research are provided. (author abstract)