This study was an exploratory study of 34 South Korean early childhood educators’ strategies for addressing behavior problems in natural settings. Factors related to teachers’ strategy implementation were also explored. Four specific teacher behaviors were observed: precorrection, behavioral-specific praise, redirection, and reprimand/punishment. Among the four types of behaviors, redirection was most frequently implemented and behavioral-specific praise was least frequently implemented. Children taught by teachers with higher education levels and stronger beliefs in developmentally appropriate practices displayed lower levels of behavior problems. Teachers’ developmentally inappropriate beliefs and severity of behavior problems of children were associated with teachers’ use of reprimands. Implications of these findings and limitations of the study are discussed.