This study examined whether attending a one day training on the Early Childhood Environment Rating Scale-Revised (ECERS-R) corresponded to pre-k classroom changes. Teachers attended an ECERS-R module training and six months later completed a questionnaire to report any classroom changes. The questionnaire consisted of listing the subscales and items of the ECERS-R. The teachers marked items they changed and commented on how they improved their classroom. Although there were limited modifications, teachers reported changes in their classrooms after learning more about the ECERS-R. Small positive changes by teachers to improve their classroom environment are a step towards quality. (Contains 3 tables.)