Teacher candidates in a special education teacher training program and candidates in a master's in applied behavior analysis (ABA) program both require learning and applying evidence-based practices with fidelity to effectively instruct students with severe disabilities. This study evaluated the effects of behavior skills training (BST) via distance technology on performance of an evidence-based practice by candidates enrolled in a special education methodology course. This study also evaluated the effects of observational learning of Student B (SB) participants who engaged in active participation. Twenty-one participants were placed in seven triad groups with a specific role. The researcher trained Student A (SA) participants time delay using BST while SB participants observed and played an active participation role in procedural fidelity data collection. The Student C (SC) participants joined in the third and fourth training session in which SA and SB participants had the role of the trainer in sessions 3 and 4 respectively. A nonconcurrent multiple baseline design across two groups of triads with internal AB-replications across participants within the two groups was utilized to demonstrate experimental control. BST resulted in high levels of time delay fidelity for all participants. A limitation of this study was the design in which there was not a staggered baseline-to-intervention across participants. Suggestions for future research is to replicate this study to further investigate the effects of using BST and observational learning opportunities to teach larger groups of candidates in a special education methodology course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]