Most research on positive psychology interventions (PPIs) has involved young adults and adolescents, but not young children. O'Grady (2013) suggested some conceptually promising pedagogical strategies that teachers can use to integrate PPI into the elementary school classroom. These general ideas include: (1) teaching the language of emotions and strengths; (2) infusing positive psychology elements into daily classroom learning and curriculum; (3) utilizing the medium of visual and performing arts; and (4) cultivating students' strengths. Following these general ideas, the authors discuss working with elementary school children where they adapted the University of South Florida (USF) Wellness-Promotion Program to omit cognitively complex sessions targeting optimistic and hopeful thinking, and include relationship-enhancing components targeting positive relations with teachers and classmates.