The current study seeks to identify specific, observable teacher behaviors that, over and above such global assessments, either promote or compromise gains in self-regulation skills across the pre-kindergarten (pre-k) year. We looked specifically at teachers’ scaffolding of peer interaction, frequency of behavior disapprovals, and reliance on punitive behavior management strategies. We also examined whether children's fall self-regulation scores moderated associations between these teacher behaviors and children's self-regulation development over the pre-k year. The sample consisted of 1020 low-income 4-year-olds enrolled in a “mixed-delivery” (various program auspices and locations) pre-k program in Tulsa, Oklahoma. (author abstract)