The number of students who are deficient in literacy is increasing worldwide, possibly exacerbated by concurrent behavioral difficulties. This international challenge leads to the question of how and when to support children. Support should start in kindergarten and be focused on the acquisition of phonological awareness. Based on this premise, we evaluated a German phonological awareness intervention with motivational reinforcers to help ensure an easier transition to school for at-risk kindergarteners with and without behavioral difficulties through improved recoding. A single-case study (N = 7) took place over a period of 10 weeks with three weekly intervention sessions. Results showed that all children improved in recoding with significant moderate to large effects and slope effects. Based on these findings, limitations and implications are discussed.