<p>The preschool years represent a critical early intervention period for disruptive behaviors characteristic of externalizing disorders. Despite the promise of intervening early, interventions for disruptive behavior are challenging for families and preschool teachers to implement. In partnership with preschools, our team is using the discover, design/build, and test (DDBT) framework to develop a new intervention, the Parent-Educator Action Response (PEAR), to support teachers and families in joining together to implement interventions for disruptive behavior across home and preschool. This paper presents results from the <i>discover</i> stage. Innovation tournaments (ITs) were conducted in two metropolitan cities with legal guardians of a preschool-age child (<i>n</i> = 77) and preschool teachers (<i>n</i> = 33) to identify barriers to and strategies for joining together to implement behavioral interventions for disruptive behavior. Go-Zone plots were utilized to identify strategies with the highest feasibility and importance. Barriers existing within the interaction level between teachers and families or within the individual teacher or family were most cited. Five strategies generated by participants will be included in PEAR: (a) provide teachers with training on communicating with families, (b) provide teachers training in effective behavioral intervention strategies, (c) share effective behavioral intervention strategies with families, (d) establish a preferred way of communication for each family-teacher dyad, and (e) establish rapport and trust between families and teachers. Variations by teachers and families within each city are reported. Findings illustrate how using innovative strategies to gather input from teachers and families can be valuable tools to understand how to improve the implementation of behavioral interventions in preschool.</p>