Student problem behaviors occur across all classroom settings, but preschool children are three times more likely to be expelled than students in kindergarten through twelfth grade. Determining the extent to which preschool students exhibit problem behaviors may help promote preventative practices in early childhood settings. This study examined the natural occurrence of externalizing behaviors within general, at-risk, and special education classrooms. Direct observations were collected across six classrooms to measure student off-task and disruptive behavior. No significant off-task differences were found across the three classroom types. However, a significant difference in disruptive behavior was found between special education and general education classrooms and between special education and at-risk classrooms. Implications and directions for future study are discussed.