The purpose of this study is to evaluate the efficacy of two virtual prerecorded trainings. Training 1 is a three hour training titled Basics of Classroom Behavior Management. Training 2 is a 10-hour training titled Behavior Reduction. Evidence of implementation was confirmed by direct observations of teacher and student behavior in the classroom at baseline, after the 3-hour training, and after the 10-hour training. The study hypothesizes a) Training 2 will improve teachers' classroom management by increasing on-task behavior b) Training 1 will improve teachers' classroom management by increasing student on-task behavior c) Teachers' will have an increased positive evaluation of the trainings. Results indicate that Training 1 is a successful intervention to increase average teacher positive behaviors and decrease average teacher reprimands delivered. Results also indicate that Training 2 is an effective tool to increase student engagement, and decrease student off-task behaviors (e.g., talking out, out of seat, object play, and passive behavior. Study implications include the effective use of virtual behavioral management trainings to increase teachers’ classroom management skills as a more cost-effective and flexible delivery of training.