There has been limited research on the effectiveness of kinder training, but those studies that have been conducted show promising results. The majority of past kinder training studies utilized quantitative methods. The current study implemented a qualitative approach to examining the acceptability, integrity and perceived effectiveness of kinder training. The researchers explored the perceptions that a group of elementary school teachers had of the content and process of kinder training, including its impact on teaching beliefs and practices, student behavior, the teacher-child relationship, and classroom management skills. Findings indicated acceptability related to the content and structure of the kinder training model for all teacher participants. The researchers also examined the degree to which participants implemented the kinder training language and skills as originally taught. The results suggested moderate integrity based on the observations of the Principal Investigator. Additionally, the teachers reported an enhanced teacher-child relationship, improved student behavior and improved classroom management skills. Implications for research and practice, as well as the limitations of the study are discussed.