The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based model of instruction implemented by a facilitator (e.g., general or special education teacher, family member, related service professional, transition professional) to enable students to learn to self-regulate problem solving in service to a goal. Students learn how to select personally relevant goals, develop action plans for achieving those goals, and self-monitor and self-evaluate progress toward achieving those goals. To scale-up the implementation of the SDLMI with fidelity by facilitators, there is a need for a systematic coaching model. Researchers have established coaching as a critical aspect of the implementation of evidence-based practices at scale and as a part of ongoing professional development. The purpose of this article is to describe steps taken to develop a systematic coaching model to support the implementation of the SDLMI. We will describe components of the SDLMI Coaching Model and the process through which they were derived from the coaching literature and data gathered during SDLMI research studies. We will conclude with implications for the implementation of the SDLMI Coaching Model at scale while maintaining a focus on individual students' support needs. [This article was published in "Education and Training in Autism and Developmental Disabilities" (EJ1245828).]