A multiple probe across teacher participants design was used to examine the effects of a professional development intervention that included content-based training and practice-based coaching on teacher implementation of interactive reading procedures with young Latino preschoolers who were dual language learners (DLLs) at risk for language delays. Three African American Head Start teachers and nine Spanish-speaking DLLs between 3-5 years of age were included in this study. The professional development intervention consisted of content-based training, planning, focused-observation, and performance feedback sessions for each teacher. The interactive reading procedures consisted of dialogic reading plus vocabulary instruction delivered over eight sessions with four different children’s books, each with three vocabulary games to extend instruction. The primary dependent variable was each teacher’s ability to implement the 22 steps of the interactive reading procedures. This study also investigated (a) the effects of the professional development intervention on teachers’ implementation of PEER and CROWD dialogic reading strategies, (b) the effects of teachers’ use of interactive reading procedures on targeted children’s oral language skills and vocabulary knowledge, and (c) the perceptions of teachers concerning the effectiveness, acceptance, and feasibility of the coaching and interactive reading procedures. Results of this study showed a functional relation between the study intervention and teachers’ ability to implement interactive reading procedures at 80% criterion for 7 out of 8 sessions. After training and coaching teachers were able to use both PEER and CROWD strategies at increased rates. Child participants showed overall increases in both oral language and vocabulary knowledge. Results of the social validity survey showed positive reports for use of professional development intervention and interactive reading procedures from the teachers.