The purposes of this study were to determine whether receiving labeled praise training increases how often high school teachers use labeled praises to determine if teachers observe a decrease in classroom disruptions after implementing the training. The researcher expected that training would increase the number of labeled praises used and decrease the frequency of classroom disruptions. After obtaining a multiple baseline, the teachers attended a labeled praise training a few weeks apart from each other, lasting approximately one hour. Classroom observations took place in order to measure labeled praises and disruptions. The researcher used criteria from the Dyadic Parent-Child Interaction Coding System description of labeled praises to measure praises and negative class disruptions that were speaking without permission and getting out of their seat without permission. The study concluded after one semester of observation. Although a significant increase in labeled praises did not significantly decrease the behavior disruptions, the decrease approached significance. Teachers reported having an easier time teaching class; however, the disruptive rating did not significantly decrease after the teacher started using labeled praises. This study is important in discovering the impacts of labeled praises on high school classrooms. Eliminating disruptions and increasing learning and instructional time will be beneficial.--Abstract.