Two major barriers which stand in the way of the delivery of psychological services to children are inadequate therapy outcome research, and the unavailability of people qualified to teach others to use developed treatments. The long distance training model was developed to avoid such problems. It includes three major components: (1) the use of highly qualified trainers with special expertise in the treatment methods being evaluated; (2) intensive workshops; and (3) continuing long distance supervision via telephone calls and mailed videotapes. To evaluate the effectiveness of the model, nine psychology graduate students were trained in one of two modes of child treatment, the Parent-Child Interaction Approach or the Social Learning Approach. Clients were 19 families with externalizing children, aged 4-7, who completed between 9 and 14 weeks of training. All sessions were videotaped and coded. Videotape analysis indicated that therapists did implement the techniques specific to their training, suggesting that the long distance model was effective in teaching the two groups of therapists. Therapists informally indicated satisfaction with their training and appreciation of the opportunity to be trained by experts. (JAC)