The purpose of this study was to demonstrate special education teacher candidates' ability to impact their students' learning. Candidates selected and implemented evidence-based interventions while in their clinical practice placements. A university supervisor provided online support as candidates designed and implemented the instructional project with their students. Single-subject design methodology and calculations of the percentage of non-overlapping data points (PND) for each project were used to evaluate the effectiveness of each intervention. Results indicated that the teacher candidates were able to select appropriate evidence-based interventions and that the interventions had a positive impact on student learning.