Special educators are encouraged to implement evidence-based practices (EBPs) with fidelity to maximize student achievement. Two national organizations identified Discrete Trial Teaching (DTT) as an EBP for students with autism spectrum disorder (ASD). The purpose of this investigation was to determine the effects of didactic training alone (simulating traditional professional development), and the effects of adding coaching in a mixed-reality environment (TLE TeachLivE™), on special educators' implementation fidelity with DTT in their classrooms teaching students with ASD. Five special educators who had previous DTT training but were not implementing the EBP with fidelity in their classrooms participated. Results suggest didactic training alone was not sufficient to bring special educators to fidelity of implementation with DTT, but after an hour-long session in TLE TeachLivE™, participants were able to implement DTT with fidelity in their own classrooms. Special educators maintained their fidelity of implementation up to 8 weeks after the conclusion of the intervention.