It is human nature to be resistant when someone tells a person no. Children are no exception. Nevertheless, when teachers are frustrated with children's behavior, they may resort to saying no. Often the child responds, "Why?" or resists. What teachers really seek are strategies to help children in preschool and the early primary grades learn how to be respectful and cooperative. They want to encourage children to trust their guidance, take their lead, and willingly follow directions. If the goal is to create cooperation and reduce resistance, it helps to replace "no" with strategies that redirect behavior successfully. Effective strategies can turn resistance into cooperation even for children with whom the teacher typically struggles. Saying yes often empowers success and weakens the setup for resistance. Situations that make one want to say no can become opportunities to say yes. Children's interactions with teachers (negative or positive) provide a lasting blueprint for the way children feel about learning and themselves, teachers, and their peers, now and in the future. Positive interactions are the hallmark of high-quality educational environments and provide an essential framework for motivation, learning, and development. Outcomes of responsive practices include increased social skills, greater emotional regulation, and ongoing motivation for children. In addition, positive relationships support resiliency, compensate for stress experienced at home, and help children achieve their full potential. This article presents four strategies for replacing "no" with "yes" which teachers may use for positive redirection alone, in succession, or combined as needed to invite children's cooperation and responsibility.