Classroom management is one of the most important factors contributing to positive learning outcomes for students. Despite its importance, many teachers report receiving no or insufficient pre-service training in evidence based classroom management practices (Darling- Hammond, Wei, Andree, Richardson, & Orphanos, 2009). New teacher attrition rates are high, and teachers have reported challenges with classroom management as a reason for leaving the field. The overall lack of preparedness in classroom management and these high attrition rates negatively impact the schools and students they serve (Ingersoll & Smith, 2003), and this disproportionally affects high needs school districts and students (Simon & Johnson, 2015). For this reason, it is essential that teacher preparation programs support their pre-service teachers in becoming effective classroom managers (Begeny & Martens, 2006). This research study used an experimental, multiple baseline across participants, single subject research design to test the effects of a multi-component intervention on pre-service teachers' use of one evidence-based classroom management skill, behavior specific praise (BSP). The multi-component intervention consisted of explicit instruction and modeling of the skill, followed by on-going video self-analysis and self-monitoring with performance feedback. Participants ( n=4) were undergraduate senior teacher education students who were completing their student teaching semester. In addition to monitoring BSP, data was collected on student on-task behavior. Results of the study found a functional relation between the multi-component intervention and pre-service teachers' use of behavior specific praise. The findings suggest that pre-service teachers require instructional support beyond coursework in evidence-based classroom management skills, and that using video self-analysis to monitor their own skill growth can support application of skills in the classroom. Implications for research, practice, and policy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]