This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for a total of 32 hr of training. Twenty-four preschool teachers from one of the lowest income and highest unemployment counties in the state of Michigan participated in the program. To examine short-term maintenance effects, the authors collected follow-up data 16 weeks after all teachers completed the training. The authors found improvements in teachers' perceptions of positive classroom management strategies and their use. Transporting this evidence-based teacher training program to school-based mental health service delivery settings warrants additional study. (author abstract)