The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. Teachers were trained to use research-based strategies, including choral responding, response cards, model-lead-test, and systematic error correction during whole-class beginning reading instruction. Multilevel support was provided for all teachers. Following an initial 3-hr group inservice, follow-up support was provided to teachers who did not demonstrate mastery criterion. Using a multiple baseline across participants design, results indicated a functional relation between implementation of supervisory coaching and an increase in teachers' instructional accuracy for three of nine teachers. In addition, all nine teachers maintained high instructional accuracy. Social validity data indicate teachers found the inservice and follow-up support were helpful and provided information on strategies to increase active engagement of all students. The school's literacy facilitator indicated identification of teachers requiring additional support following an initial training would be an effective and efficient use of instructional support time. Limitations of the study, suggestions for future research, and implications for practice are also discussed.