Many teachers struggle with effectively managing challenging behavior, which occurs in the majority of classrooms serving young children. Teachers of young children (ages 3-8) commonly cite noncompliance, aggression, disruptive behavior, and poor social skills as being among the most challenging behaviors (Snell et al., 2012). For many of these children, high-quality educational environments with responsive adults are sufficient for supporting skill development and improving challenging behavior. For other children--particularly those with disabilities--more intensive, targeted instruction and supports might be required. In classwide settings, group contingencies might be an appropriate intervention to improve the behavior of young children. They can be easier for teachers to implement than individual contingencies because they consist of a single intervention for an entire class rather than multiple individualized ones. Group contingencies can produce fast results and is effective as both a stand-alone intervention or incorporated into classrooms with existing positive behavioral interventions and supports (PBIS) systems. With intentional planning, data collection, and modifications as needed, group contingencies can be a feasible and effective intervention for supporting meaningful target behaviors--such as engagement, social competence, and appropriate behavior--in classrooms serving young children.