The research-to-practice gap in education has been well documented over the decades (e.g., Abbott et al., 1999; Burns & Ysseldyke, 2009; Cook & Odom, 2013; van Ingen & Ariew, 2015). To best benefit PreK-12 student outcomes, educators must understand and implement scientifically based practices in their teaching (Elementary and Secondary Education Act, 20 U.S.C. § 6301 "et seq.," 2015; Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 1400 "et seq.," 2004). However, this task can be daunting. When presented with educational research, teachers often struggle with identifying the key information, as well as applying it to their practice (Williams & Coles, 2007). Behavioral skills training (BST) is a strategy that uses an explicit protocol for teaching new skills, practice, and providing feedback (e.g., Kirkpatrick et al., 2019; Sawyer et al., 2017). This project assessed the benefit of using BST to teach preservice teachers how to identify key information about a teaching strategy by coding academic articles. Through their coursework, special education preservice teachers were asked to read a variety of academic articles highlighting various teaching practices, and to code these articles for key aspects of the practices. Using a multiple probe research design (Horner & Baer, 1978), consenting preservice teachers were provided with BST on how to code relevant research articles. Performance was measured using a task analysis form. Fourteen of the 16 teachers reached mastery of the coding skill, with 13 maintaining in follow up probes. [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.]