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This study evaluated the impact of a multitiered behavior support model on preservice special education teachers’ implementation of behavior-specific praise (BSP) during a field-based practicum. Given the increasing prevalence of challenging behaviors in schools and documented gaps in classroom management training, innovative interventions are needed to better prepare educators. Employing a concurrent multiple baseline design across three participants, tiered behavior support was implemented. Tier 1 consisted of a universal training on BSP for all participants. In Tier 2, participants engaged in individualized goal setting and received daily brief prompts via text message. Tier 3 added visual performance feedback–presented as line graphs comparing actual BSP delivery rates with individualized goals. Data were collected through frequency recording during 10-minute observation sessions, and visual analysis revealed a functional relation between the tiered intervention and increased BSP use. Social validity measures indicated that the intervention was rated as highly acceptable, feasible, and understandable. These findings suggest that tiered behavior support, particularly when enhanced with technology-based visual performance feedback, may offer a practical and sustainable method for improving evidence-based classroom management practices. Although this study focused on preservice special education teachers in a graduate program, the implications extend to a variety of coaching and consultation settings involving both preservice and in-service educators, as well as other service providers. © 2025 Taylor & Francis Group, LLC.