This study examined the effects of a professional development (PD) intervention on inservice teachers' use of embedded instruction practices within inclusive preschool classrooms. The results of a multiple baseline across participants design suggested the PD intervention was effective in increasing teachers' implementation fidelity of embedded instruction learning trials (EILTs) to address individualized learning objectives of preschoolers with autism spectrum disorder. Teachers generalized and maintained their use of EILTs to novel children with disabilities within novel settings during follow-up sessions three months after the PD ended. Positive outcomes of individualized learning objectives were also observed across children.