Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and coaching. The PD was designed to support their planning, implementation and evaluation of embedded instruction practices for young children with disabilities. The PD involved: 16.5 hours of workshops distributed across four to six weeks; the provision of job-aids; and 16 weeks of on-site coaching or 16 weeks of prompts to engage in self-coaching using a project-developed website. An interpretivist theoretical perspective of symbolic interactionism using grounded theory methods was adopted to guide the analysis of focus group data obtained from teachers following their participation in the PD. We describe the components of the PD that teachers characterized as effectively transcending the web-based and on-site coaching, the challenges they experienced with embedded instruction implementation and their recommendations for enhancing coaching. Implications are offered for considering individual and environmental factors that influence knowledge acquisition and practice implementation in the classroom and sustaining teacher learning through follow-up implementation support. (author abstract)