The purpose of this study was to examine the effectiveness of email-delivered performance feedback to teachers working in inclusive early childhood classrooms. A concurrent multiple probe across-participants design was used to examine the relation between performance feedback delivered via email and teachers' use of play expansions. Results indicated that email was an effective method for delivering performance feedback, subsequently increasing teachers' use of play expansions when individualized to meet the needs of teachers; however, the complexity of children's play behaviors did not increase.