This practicum project sought to facilitate change in preschool teacher classroom behavior from teacher-directed practice to child-initiated practice. The goals of the practicum focused on changes that would foster child-initiated activities in order to promote healthy and holistic development, positive self-esteem, and resiliency skills in young children of chemically dependent and abusive mothers. A 3-month training program was developed and implemented that provided the director and the teacher with opportunities to grow in knowledge and skills in the areas of child development, developmentally appropriate practice, classroom environments, guidance, and professional growth and development fostered through reflective practice. This training included the use of videos, journal reading, dialogue, discussions, and weekly journal writing. Post-intervention data indicated that the training program resulted in an increase of child-initiated decision making within the classroom from 30 minutes to 90 minutes per day, a revision of the daily schedule to allow four out of five activities to be child-initiated, and lesson planning that incorporated choice making for children. A self-study tool was also provided to the director and the teacher to promote growth in developmentally appropriate practice within the classroom. Based on the findings, recommendations were made to support other professionals working at changing teacher-directed practice to child-initiated practice. Contains 37 references. (JPB)