The purpose of this study was to evaluate the use of performance-based feedback (PF) delivered via email on early childhood teachers' sustained use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was replicated across three teachers to examine the relation between PF delivered via email and teachers' use of target recommended practices across settings, over time, and during covert observations. Results indicated PF delivered via email was an effective method for increasing teachers' use of target behaviors; however, generalization and maintenance varied across teachers.