Although behavior-specific praise (BSP) is a recommended practice for early childhood populations, early childhood educators often deliver variable rates of BSP. To support educators, face-to-face, school-based consultation may be provided; however, this may not always be feasible. To address this, emerging research is beginning to investigate the effectiveness, feasibility, and social validity of emailed supports to overcome barriers to feasibility. Using a multiple baselines across participants design, the purpose of this study was to investigate the effectiveness and social validity of an emailed prompt package for increasing three early childhood educators' rates of BSP in target and generalization classroom activities in a university-based child development center. Results indicated that all three early childhood educators' rates of BSP increased and maintained in both target and generalization settings. Limitations and implications for future research and practice are discussed.