This federally funded project was designed to develop, implement, and evaluate a best practices inservice model to train teachers to provide services in least restrictive environments for preschool children with emotional/behavioral disorders. Through collaborative planning among the University of Minnesota and selected Minnesota public schools, the project placed primary emphasis on six validated best practices: (1) organizing environments to prevent behavior problems; (2) facilitating social integration; (3) behavior management; (4) actively including families; (5) establishing functional communication skills as an alternative to socially motivated challenging behaviors; and (6) coordinating the provision of educational services with ongoing health monitoring. District personnel in rural and urban areas in Minnesota received workshop training on the best practices to enable them to facilitate successful implementation of the innovative practices model. Technical assistance teams were established to assist in training and support. This final report presents goals and objectives; the project's theoretical framework; research/evaluation findings; and project impact. Appendices comprise the bulk of the report and include: an article reprint, "Districtwide Technical Assistance Teams: Designing Intervention Strategies for Young Children with Challenging Behaviors" (Mary A. McEvoy and others); a conference paper, "Coordinating Preservice and Inservice Training of Early Interventionists To Serve Preschoolers Who Engage in Challenging Behavior" (Joe Reichle and others); and training modules on functional assessment, augmentative and alternative communication, intervention, and monitoring procedures. (Some papers contain references.) (JDD)