The objective of this study was to provide immediate feedback to special education teacher candidates during the teaching practice process. The presence of the academician offering coaching in the classroom during the teaching process has the potential to cause students with special needs distress and impede their ability to focus on the lesson. To address this issue, the effectiveness of a technology that will enable the coaching academician to provide instant feedback to pre-service teachers outside the classroom environment will be evaluated. The application, designated as BIE (Bug-in-ear) technology, enables the pre-service teacher to receive instant feedback through headphones. The application process necessitates the pre-service teacher to wear a headset that will permit him/her to receive feedback via Bluetooth technology. Concurrently, a smartphone is utilized to reflect the teaching process within the environment. The academician who will provide coaching is able to instantly observe the teaching process and provide feedback during the teaching. The research was designed according to the multiple probe model, which involves a probe phase between participants. This is one of the single-subject research models. Four preservice teachers in their final year enrolled in the Special Education Teacher Education program at Bursa Uludag University participated in the study. The implementation process of the research was carried out in the Ipek Special Education Application School, where children with special needs receive education in the Nilüfer District of Bursa province. The data from the study were evaluated using graphical analysis, a common method in single-subject research. The data obtained from social validity data were analyzed descriptively. The findings of the study indicate that the auditory technology coaching utilized in the development of pre-service special education teachers' implementation skills has a positive impact on their abilities. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 153-156.]