The purpose of this study was to examine graphical feedback, a rarely used method for improving the quality of preschool teaching. Twenty-one lead and assistant teachers participated in the study, although data were analyzed by assessing how much incidental teaching the 10 participating preschoolers with disabilities received. After receiving information about incidental teaching, teachers reviewed a graph each day displaying their use of incidental teaching with the child with disabilities during previous observations. A multiple-baseline design across participants was used to measure the effect of the feedback on teachers' behavior. Teachers in all classrooms increased their use of incidental teaching when information about incidental teaching and graphical feedback were provided.