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ii Decades of research has shown that the single most effective method of improving students ’ appropriate behavior in the classroom is behavioral praise, however it still continues to be one of the least used classroom practices in general education classrooms. Although teacher consultation has been deemed efficacious in improving teachers ’ skills and competencies, few studies have investigated the utility of consultation on improving educators ’ general classroom practices. The present study aimed to examine how teacher consultation can improve general education teachers ’ use of praise in the classroom as well as the behavior functioning of their students, as perceived by the teacher. The study included thirty nine general education teachers who were assigned to one of three groups based on their baseline use of academic and behavioral praise: (1) below average rates of both academic and behavioral praise, (2) below average rates of behavioral praise and average rates of academic praise and (3) below average rates of behavioral praise and above average rates of academic praise. Moderating variables were also examined