The purpose of this study was to describe the pre-training readiness and capacity of educators taking part in the IES-funded Evidence Based Intervention Training for Educators (EBITE). The "Every Student Succeeds Act" (ESSA) in late 2015 charged educational leaders and decision-makers with using evidence-based processes and interventions to achieve positive student and school outcomes. Schools and districts, however, often lack readiness and capacity to implement continuous improvement efforts and use evidence-based practices. Understanding readiness and capacity needs is critical for developing effective training programs. In this study, qualitative and quantitative data on readiness and capacity for continuous improvement efforts involving evidence-based interventions (EBIs) were obtained from 38 educators and higher education individuals before their participation in EBITE. Numerous gaps were identified, including knowledge of how to find EBIs, concerns about resources, and budgeting. Results will be used to improve future iterations of the training program as well as to inform efforts to build capacity in the use of EBIs in schools.