The present study utilized a randomized control trial to test the efficacy of a teacher coaching and formative assessment model combined with visual performance feedback to enhance teachers' classroom practices. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to one of two conditions: (1) immediate coaching and formative assessment or (2) waitlist control. Teachers' practices and targets for change were measured by the Classroom Strategies Scale (CSS) Observer and Teacher Forms. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in independently observed CSS Part 1 idiographic behavior management strategies and Part 2 Behavioral Management Strategy ratings at post-intervention. Interpretation and implications of findings are discussed.