We used a multiple baseline design across skills to evaluate the effects of a program to teach a classroom of children to respond to their name and a group call (i.e., precursors) as well as to peer mediate these precursors to promote compliance with a variety of multistep instructions. Teachers taught these skills via classwide behavior skills training and a lottery-based reward contingency. Results showed that precursors to compliance, peer mediation, and compliance increased as a function of classwide teaching, and the teachers found the procedures and their effects to be highly acceptable.