Early intervention models such as Response to Intervention have shown promise in reducing risk of academic failure (Bursuck et al., 2005; Foorman, Fletcher, Francis, & Schatschneider, 1998). General education teachers assume primary responsibility for instruction in RTI; however, many report lack of preparation for this role due to lack of high quality, sustained professional development (Schumaker et al., 2002). Professional development models that include a combination of inservice and coaching have demonstrated effectiveness in promoting sustained changes in teachers' instruction (Yoon et al., 2008). This study examined the effects of inservice plus coaching on 1st grade teachers' accurate delivery of instructional units in CM. The extent to which changes in instruction generalized to an untrained math session was also examined. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the inservice, with a second level of growth achieved after coaching. Results indicated some generalization to an untrained math session as well. Teachers also reported high levels of satisfaction using the strategies, as well as high levels of acceptability with the training model.