As an initial step of a larger grant-funded project, this pilot study examined how providing preschool teachers in low socio-economic urban areas with a traditional professional development workshop and subsequent coaching on dialogic reading (DR) strategies affected their storybook reading. Effects on children's receptive and expressive language skills were measured by near-transfer vocabulary and number of conversational turns and vocalizations. A single group pretest-posttest design was used in which four teachers received two face-to-face trainings followed by three weeks of coaching in DR strategies. We used descriptive statistics to understand the impact on teachers' use of DR strategies and ten children's language skills. Results indicated that teachers' use of the DR strategies was variable, with three teachers' use of the specific DR prompts increasing across the two intervention periods. Teachers increased average use of evaluation, expansions, and repetitions from pretest to the first intervention period. Patterns of strategy use during coaching and posttest were variable. Average number of vocalizations and conversation turns taken increased across classrooms. Children demonstrated an increase in knowledge of near-transfer receptive and expressive vocabulary. Teachers rated the intervention as acceptable and indicated probable use following study closure. Overall, implementation and adoption of new strategies such as DR may require professional development models beyond traditional training and weekly coaching. However, children's language skills were positively impacted by limited and inconsistent implementation of the DR strategies. Clinical implications and areas for future research are discussed.