Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The "Teaching Pyramid", a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated toddler teachers' use of "Teaching Pyramid" practices and the relationship between these practices and classroom quality. Results indicated that toddler teachers used practices associated with the universal level of the "Pyramid" (e.g., positive relationships with children and parents). At this level, however, it was also evident that some preventive practices were missing (e.g., posted visual schedules and rules). Missing across classrooms was evidence of practices associated with the secondary level (e.g., explicitly teaching behavior expectations) and tertiary level (e.g., participating in developing behavior support plans). Implementation of "Pyramid" practices appeared to be associated with classrooms rated as being high quality. (Contains 5 tables and 1 figure.)