Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilks's Lamda= 0.38, F(2, 9)=7.37, p less than or approximate to 0.05, Cohen's f =0.88) and types of communication skills and types of contexts (Wilks's Lamda = 0.64, F(1, 10)=5.53, p less than or approximate to 0.05, Cohen's f=0.74). Implications for future research and practice include more focused observations of preservice teachers and children's responses to various verbal and non-verbal strategies along with more education about how to use positive guidance strategies in real-life classroom situations.