The purpose of this qualitative descriptive study was to explore how general education teachers describe their training in the use of evidence-based practices to improve reading comprehension in students with ASD and how the teachers describe the ways they were supported when they implemented the evidence-based reading comprehension practices for students with ASD in a suburban public-school system in central Georgia. The study was grounded in the instructional coaching model and Bandura's self-efficacy theory (Bandura, 1991). The study answered two research questions regarding teacher experiences training and receiving support in the instructional coaching model for reading comprehension strategies addressing the needs of students with ASD. The sample included 14 elementary and middle school general education language arts teachers recruited through convenience and snowball sampling. Data collection included semi-structured interviews, focus groups, and a demographic questionnaire. Thematic analysis was used to analyze the data from the interviews and focus groups. The findings of this study described the experiences teachers had with instructional coaches and learning evidence-based practices for reading comprehension. Five themes emerged from the analysis: 1) teacher training experiences; 2) the research behind evidence-based practices; 3) strategies for students with ASD; 4) the role of the instructional coach; and 5) support from the instructional coach. Conclusions included modeling and hands on practice are helpful to teachers when training in new strategies and that the instructional coaching model can provide support and improve implementation fidelity. Recommendations for future research include instructional coaches' understanding of their role in the training model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]