This paper provides a detailed description of how two school psychologists applied systems-level BC to address the needs of one preschool, resulting in the implementation of a classroom coaching intervention. Coaching, which focused on staff’s use of Pyramid Model practices in the classroom, consisted of systematic observations and performance feedback across 10 classrooms. Three skills were targeted for improvement: Teaching Expectations, Praise, and Teaching Social Skills. A multiple baseline design showed increases in staff’s skill implementation, and consultees found systems-level BC acceptable. Implications for school psychologists’ role as consultants in preschools are discussed. (author abstract)