The current era of education reform is characterized by increased standards and higher expectations for teacher performance. Teachers should be given timely, effective access to tools designed to improve their instructional and classroom management practice. One technique that has been used to improve teacher's use of effective classroom management strategies is performance feedback. This review of the literature examines the impact of performance feedback on two evidence-based classroom management strategies: praise and opportunities to respond (OTRs). Findings from the review suggest that performance feedback may be an effective technique for improving teachers' use of praise in the classroom. Performance feedback's impact on teachers' use of OTRs is less clear. Implications for research and practice are discussed.