This study used a mixed methods research design to examine 14 teachers’ and researchers’ perspectives related to addressing challenging behaviors in young children. The teachers (n=6) were asked to provide information about their practices and beliefs related to addressing challenging behaviors in young children. Data were gathered from teachers through the Improving the Quality of Guidance Practices in Early Care and Education Survey. The researchers (n=8) were asked to provide content validity feedback on The Teaching and Guidance Policy Essential Checklist (TAGPEC). Researchers participated in a Subject Matter Expert Survey in which they evaluated subscale and item validity. Survey results indicated that all teachers and researchers (100%) considered destroying or damaging property, aggression, and being disrespectful or defiant as challenging behaviors. More than half of teachers and researchers (69.2%) indicated that they would like to learn more about helping to create effective program behavior guidance policies and problem solving strategies for children with challenging behaviors. All of the researchers (100%) indicated that they either agree or strongly agree that the items under each subscale adequately describe the subscales from the TAGPEC. Implications for future research are discussed.