Part C of The Individuals with Disabilities Education Improvement Act, first passed in 1986, created a federal mandate for states to provide early intervention as an entitled service for children from birth to age 3 who are eligible based on delay, disability, or risk factors. Coaching the caregiver (e.g., parent) rather than child-focused therapy is a recommended approach for serving children through age 2 with disabilities or developmental delays and their families. In addition to adult and family-centered practices, coaching supports caregivers through the use of joint planning, observation, action/practice, feedback, and reflection practices. This sequential mixed methods case study provides a baseline of perceptions of caregiver coaching implementation in New Hampshire's Part C early intervention programs. Early intervention practitioners (n = 79) and parents (n = 48) completed online surveys. A subsample of practitioners (n = 13) and parents (n = 8), as well as program (n = 16) and state administrators (n = 3) participated in focus groups or semi-structured interviews. Findings indicated the majority of NH practitioners and administrators are familiar with caregiver coaching and have positive attitudes about it. NH practitioners reported using caregiver coaching practices overall fairly often, while parents reported that practitioners used coaching practices between fairly often and mostly or always. The two most frequently used coaching practices according to both practitioners and parents were adult learning/family-centered practices and observation by the parent. Some practitioner, family, and system factors were identified as being influential in the implementation of caregiver coaching according to all stakeholder groups. This study adds to the research base on caregiver coaching in Part C early intervention by sharing multiple stakeholder perspectives regarding implementation and factors influencing implementation. This study is consistent with the research that more education and training are needed across stakeholder groups to address what caregiver coaching means in Part C early intervention, and what coaching looks like with families. Additionally, this study provides supporting evidence that parent engagement and active involvement increase as practitioners' competence in using coaching practices and relationship-building skills with the families they serve increases. Implications, limitations, and ideas for future research are described. [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.]