The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers’ scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest. (author abstract)