||Tootling is a peer-mediated interdependent group contingent positive behavioral intervention that research has proven to be effective in reducing disruptive behavior and increasing prosocial behavior. The current research wanted to examine if the tootling intervention could be adapted for a preschool setting while still producing positive outcomes on behavior. Additionally, the current research examined whether consultation with the preschool teachers regarding the implementation of the tootling intervention could be effectively provided through videoconferencing and other technology. Ninety-five 4- and 5-year-old children across four classrooms located in four separate cities in the Midwest were taught how to ignore their peers' inappropriate behavior and tootle the appropriate prosocial behavior. A multiple baseline design across classrooms indicated the tootling intervention increased the preschoolers' prosocial behavior, decreased tattling behavior, decreased disruptive behavior at circle time in three of the four classrooms and increased class wide on-task behavior at circle time in two of the four classrooms. The participants viewed the use of technology within the study to provide teacher consultation regarding the tootling intervention positively. Technology also provided efficiency in data collection through the study. This research provides continued support for the benefits of the tootling intervention and implications from the findings for school-based practitioners are discussed. The research study's limitations and next steps for future research are reviewed.