Coaching is a key ingredient for the successful implementation of evidence-based practices (EBP). Coaching helps educators make informed decisions about instruction and program organization that will lead to intervention practices that help children and youth learn more effectively. The National Professional Development Center on Autism Spectrum Disorders (NPDC), in partnership with participating states, has engaged in a number of activities designed to increase the use EBP and improve programming for learners with autism spectrum disorder (ASD). Coaching relationships were developed throughout most NPDC activities to help state partners build the capacity of their training and technical assistance systems and to support educators in model sites to implement EBP effectively. Teams completed an online course in autism foundations and participate in a week-long NPDC Summer Institute to prepare for their year of engagement with NPDC. NPDC staff completed the "Autism Program Environmental Rating Scale" (APERS) or the "Autism Program Environmental Rating Scale-Infants and Toddlers" (APERS-IT) to inform decision making about targets for program improvement. Teams then reviewed the Individualized Family Service Plans (IFSP) or Individualized Education Plans (IEPs) for selected learners and evaluated information in order to perform Goal Attainment Scaling (GAS) on identified priority outcomes and goals for each learner (Cardillo & Choate, 1994). Following these activities, each team chose a few of the EBP that addressed each learner's goals and helped build their team's capacity. After these preparatory activities were completed, participating NPDC teams engaged in a year-long coaching process using EBP module materials including Implementation Checklists designed to demonstrate the use of each practice with fidelity over time. Sections in this report describe the coaching process used by NPDC, including: (1) a description of coaching; (2) underlying assumptions; (3) descriptors/non-descriptors; (4) elements for successful coaching; (5) communication; and (6) potential barriers to coaching.