Despite calls to better prepare children for school entry, children with social, emotional, or behavioural needs continue to experience limited access to care that meets their needs. Despite frameworks for Positive Behaviour Intervention and Support (PBIS) that may aid in addressing children's needs, bringing those frameworks to scale in early childhood requires examination. This study explores the impact of a state agency-sponsored professional development system on the implementation of a PBIS framework by 132 educators representing seven different types of early childhood programmes (i.e. Head Start, child care centre, special education, etc.). Significant differences in implementation were observed by programme type in both the initial level of implementation and changes in implementation after receiving training and monthly coaching. Implications and future research are discussed relative to implementation supports that may need to vary by programme type when trying to bring a PBIS framework to scale in early childhood. (author abstract)