The problem addressed by this qualitative case study is the lack of effective training for paraprofessionals to deliver systematic prompting to students with moderate-to-severe disabilities in the community setting. The purpose of this qualitative case study was to examine the perceptions of paraprofessionals, families, and community-based representatives regarding the efficacy of Practice-Based Coaching professional development training used with students with moderate-to-severe exceptionalities who are required to identify objects in a community setting. The population for this study were four paraprofessionals, three parents of students who have moderate-to-severe disabilities, and two community workers from a Northwest Suburb of Chicago. A demographic survey, structured interviews, and focus group were utilized as data collection methods in this study in order to conduct a thematic analysis on the data obtained to answer the research questions through triangulation of participants. Structured interviews for paraprofessionals occurred in-person and was recorded on an iPad. Focus groups were conducted using GoogleMeets. Data from focus groups were coded and categorized using NVivo software. Results of the data led to 11 emerging themes. Overall, the themes indicated preferred use and positive perceptions towards the use of Practice-Based Coaching to provide Professional Development by paraprofessionals. Also, repeated exposure and the use Least-to-Most prompting was perceived as increasing student outcomes across all participant groups. The individuals responsible for the delivery of professional development to paraprofessionals should take into account the needs and timeliness of delivery. Also, Community-based Instruction should be considered as a primary instructional tool for learners with moderate-to-severe disabilities. Recommendations for future research includes gathering insight on the frequency of repeated exposure to alternative community retail stores to understand the ability for students and paraprofessionals to generalize skills. Furthermore, questions asked to participant groups should focus more on timeliness of training and the way least to most prompting is utilized in respects to prompting hierarchy. [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.]