Special education teacher preparation programs are charged with providing preservice teachers with the knowledge and skills necessary to effectively implement reading interventions using evidence-based practices. Practicum experiences allow preservice teachers to practice implementing these teaching practices in authentic settings. Preservice teachers' learning opportunities during practicum experiences are greatly enhanced by supervision, which often includes some form of performance feedback. Performance feedback is the use of observation-generated data to increase teachers' awareness of their teaching practice and reinforce desired instructional practices. This study used a single-case multiple baseline across behaviors design to examine the impact of a performance feedback intervention, provided virtually through a videoconferencing platform, on six preservice special education teachers' use of evidence-based practices during a virtual practicum experience focused on reading intervention. The performance feedback intervention was provided for each of the targeted instructional practices (i.e., opportunities to respond (OTR), behavior-specific praise (BSP), corrective feedback, and pre-corrections), while simultaneously collecting data for all practices. Data revealed a functional relation between the performance feedback intervention and preservice teachers' increased use of targeted instructional practices that were assessed for at least three sessions during the intervention phase (OTR, BSP, corrective feedback). Preservice teacher responses on an anonymous post-intervention questionnaire indicated that all six participants had positive perceptions related to participation in the performance feedback intervention. Most participants identified viewing and discussing clips from their own instruction as the most beneficial component of the performance feedback sessions. Results from this study support the use of targeted observations, using recorded instructional sessions, and performance feedback during practicum experiences to increase and maintain preservice special education teachers' use of various evidence-based practices. [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.]