Many differences exist between preschool and kindergarten classrooms, including the type and time spent on fine motor activities. Children at risk for developmental delays and learning challenges as they transition to kindergarten often require direct support during preschool to learn new skills needed for kindergarten. This study expanded the storybook literacy based behavioral intervention (LBBI) research by exploring the effect of small group-delivered, electronic LBBIs on preschool students considered at-risk by their teachers. Using a multiple probe design across skills, we delivered LBBIs in a small group to teach common fine motor classroom skills (cutting with scissors, using liquid glue, and matching using one-to-one correspondence). Children acquired and maintained the new skills, then generalized the motor skills to novel materials.