Researchers have found that electronic feedback (e.g., email, text message) can be an effective and efficient method for delivering PF (Artman-Meeker & Hemmeter, 2013; Barton, Fuller & Schnitz, 2016; Hemmeter, Snyder, Kinder & Artman, 2011; O’Flaherty et al., 2019; Simonsen, Myers, & DeLuca, 2010). Further, varied forms of electronic feedback (i.e., email, text message) have been found to be effective at changing teacher behaviors (Artman-Meeker & Hemmeter; 2013; Barton et al., 2016; Barton et al., 2019b). Ongoing email PF also might promote dialogue and build rapport between the coach and teacher receiving feedback, without the time commitment and scheduling challenges of a face-to-face meeting. To date, no researchers have examined the relation between email PF, teachers’ use of play expansions, and child play behaviors. Further, few studies have examined the feasibility of using efficient methods of email PF to increase teachers’ use of statements that promote social interactions and the social behaviors of preschool children in typical early childhood classroom contexts.