The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students with disabilities. Teacher preparation during college programs and training from districts for in-service educators has the potential to introduce evidence-based practices to special education teachers where observation, feedback, and coaching experiences can assist in the acquisition of skill and implementation into daily practice of the strategies proven effective through empirical evidence. Through the investigation of special education teachers' experiences with training on evidence-based practices, both pre-service and in-service, this study seeks to determine if teachers' report a greater degree of implementation of evidence-based practices into daily instructional practice when training has been provided and if opportunities for observation, coaching, and feedback have influenced the use of proven practices. [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.]