The integration of technology into classrooms at all levels of education is ubiquitous, however, some educators are experiencing challenges in implementing technology into their instruction. This study sought to identify ways to support Kindergarten educators (teachers and Early Childhood Educators [ECEs]) to enhance reading instruction with technology-infused lessons. The principal investigator assumed the role of a technology coach and used Design-Based Research (DBR) as both a method and professional development approach. Data collection included field notes, interviews, and surveys with educator participants (n=4). Data were analyzed using an inductive analysis approach; open-ended coding was used to create nodes, and then axial coding was used to create themes to illustrate the data set. The investigators verified and labelled these themes. Findings indicated that support can be provided to Kindergarten educators by enacting iterative cycles of DBR professional learning, anticipating and diagnosing educators' needs, providing differentiated support, engaging in researcher self-determined problem solving, and liaising with administration. These supports were found to help mitigate barriers that educators faced when implementing technology into their reading programs. The findings provide implications for practice such as using modelling and scaffolding as part of the coaching strategy to implement effective programs of professional learning to support Kindergarten educators in providing instruction through technology-enhanced practices.