Teachers in the induction phase (i.e., the first 3 years of teaching) can be underprepared to support students who engage in challenging behavior. This can be due to limited preservice education and ongoing professional development in behavior management. Yet, students who engage in challenging behavior are at an increased risk of being referred to intervention services and/or special education, especially at the elementary level. The purposes of this randomized-controlled trial were to identify the effects of an online behavior management training on teachers in the induction phase, as well as their perceptions of the training. Findings revealed teachers in the intervention group showed significant increases in knowledge, application, and self-efficacy in applying behavior management strategies. Social-validity data indicated participants felt the training was highly acceptable, feasible, and effective.