The aim of this study was to provide psychometric evidence related to the "Behavioral and Emotional Screening System Teacher Rating Scale-Preschool" form's (BESS TRS-P) ability to identify emerging problems in preschool children. Reliability and validity associated with screener scores were compared by analyzing teacher ratings of approximately 700 preschool children from 11 public schools. The BESS TRS-P provided high levels of internal consistency and inter-rater reliability among respondents. Furthermore, the form showed high predictive and concurrent validity estimates that were statistically significant and in expected directions. The information could assist teachers and school administrators in feeling more confident in using the BESS TRS-P to screen young children for behavioral/emotional problems.