Disruptive behavior is commonplace across different segments of the society. However, this study will particularly focus on the effect of disruptive behavior among pre-school children on learning. But to enable an in-depth focus and collection of comprehensive data, the study will focus on Sydney pre-schools. There exists overwhelming literature focusing on the problem of disruptive behavior among children during pre-school years. Indeed, disruptive behavior in early childhood has received significant attention from practitioners and researchers and has been associated with delinquency and academic failure when children enroll in schools (O’Connor, Rodriguez, Cappella et al., 2012; Bullard, 2010). Among the most identified factors causing disruptive behavior among children in families include: poverty, increased levels of parental depression, and low levels of parental efficacy (Guardino & Fullerton, 2010). In children, the main factors include: a challenging temperament which manifest in various dimensions including: reduced persistence in tasks, negative reactivity, and increased motor activity (O’Connor et al., 2012).