This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment control, e-mailed DBRC, and e-mailed DBRC with performance feedback. Student behaviors were measured by direct observations and teacher ratings. Results suggest that e-mailed DBRC can decrease students' disruptive behaviors, that e-mailed DBRC with performance feedback did not produce superior outcomes, and that e-mailed DBRC was perceived as acceptable. (Contains 1 table.)