Disability support personnel within Australia include those who provide direct and daily care to people with intellectual disability (ID), largely in residential and day service contexts. Their roles and responsibilities are many, calling on far ranging skills. Yet, they come to these roles with levels of education that range from incomplete high school education to university degrees. Within Australia, increasing concerns about both the skill base of disability support workers (DSWs) and projected shortages in recruiting people into these positions have provided the impetus for consultations and initiatives to address workforce issues. In Australia and elsewhere, there has been some interest in establishing minimum qualifications for DSWs as a means of improving the skill base of staff. However, there is no guarantee that such qualifications lead of themselves to better outcomes for people with disability. The focus on entry qualifications may overlook the importance of support and supervision of DSWs once they are in the workplace to facilitate positive outcomes for people with ID. Continued neglect of the needs of existing DSWs carries the risk that people with ID will continue to be reliant on, at best, well-meaning but poorly supported staff, or, at worst, unengaged and poorly trained DSWs. Organisational leadership and coaching of DSWs to support them to implement training and to utilise input from professionals is a possible means of increasing the capacity of disability organisations to make meaningful changes for people receiving their services and to adequately support their staff. While this approach requires empirical support, it offers the potential to more effectively support DSWs in achieving positive outcomes for people with ID.