The University of Kentucky, along with the Bluegrass Head Start Program, will introduce two methods of professional development follow-up that promote the transfer of learning from training to the Head Start classroom. The study seeks to answer the following research questions: (a) are follow-up professional development strategies effective to encourage the transfer of learning from the workshop to the classroom for Head Start teachers? (b) is peer support or consultant support related to higher levels of teacher behavior change and child behavior change? Study participants will include 18 Head Start teachers and 50 students. All teachers will participate in in-service teacher training sessions, and participants in the two intervention groups will receive follow-up supports. It is expected that the training sessions will increase the teachers' knowledge and improve their teaching strategies related to social and emotional competence. It is anticipated that this will in turn improve classroom climate, increase children's social and emotional competence, and reduce challenging behaviors. The findings should help bring improved services to children and families.