Purpose: The purpose of this study was to investigate the effectiveness of iCoaching during reading intervention. An interventionist received mentoring support to implement iCoaching. The goal of the study was to increase teacher-delivered, behavior-specific praise (BSP). Design/methodology/approach: Using a single-case multiple-probe design across participants (Gast, 2010; Horner and Baer, 1978), iCoaching was implemented in a two-part package of (1) professional development (PD) and (2) live iCoaching sessions where three teachers received preemptive coaching comments to increase BSP delivery during reading intervention. Visual analysis identified changes in teacher behavior. Findings: Findings demonstrated the iCoaching intervention package increased teacher knowledge and implementation of evidence-based practices (EBPs; i.e. BSP) during tiered reading intervention groups. Most student participants made gains in reading skills (accuracy, words per minute and composite score) across the areas measured. Research limitations/implications: Teacher absences, observation scheduling, an ongoing global pandemic, IEP meetings during intervention time, and other changes in the schedule were limitations of this study. The first set of earbuds lost the audio signal several times, and researchers lost the ability to hear the instruction occurring in the classroom; the earbuds were replaced by the first intervention phase. Practical implications: Previous iCoaching literature demonstrates iCoaching provides implementation support for EBPs learned in PD. Peer coaching can have a positive impact on EBP implementation when iCoaching is non-evaluative, which supports teachers with EBP implementation with minimal disruption to teaching. Originality/value: This manuscript extends iCoaching research (Randolph et al., 2020, 2021) from small group special education settings to general education intervention groups. Additionally, research shows iCoaching can be extended with mentoring.