The study explores the relationship between positive behavior support and teacher language support strategies in two ways: an initial correlational design study and an experimental research design study in which a subset of teachers who have been randomized to receive Pyramid Model training (a classroom-wide positive behavior support intervention) or business as usual (BAU) will be assessed pre- and post-training. Results from these studies will provide a foundation for understanding the relationship between overall positive interactions in the classroom designed to promote positive behavior and teacher use of language development support strategies. Potentially, these findings will suggest ways in which the benefits of training in positive behavior support can be leveraged to also improve teacher-child language related interactions. Because both positive behavior and language outcomes are of concern in children at-risk, increasing the effectiveness and efficiency of professional development in targeting both developmental areas is important to the field.