This article describes the professional development initiative called Effective Behavioral and Instructional Support Systems (EBISS). The initiative focuses on an integrated, multitiered framework that provides literacy and behavioral supports based on students' needs. Systems coaching can be an implementation driver, but little is known related to the most effective methods of training and supporting systems-level coaches. The present study examines coaches' (n = 30) responses on the EBISS Coach Self-Assessment, measuring the extent to which coaches agreed that they were (a) fluent with the knowledge of the core features of the EBISS framework and (b) skilled to coach others in each of the core features. Results indicate significant differences between self-reported levels of knowledge of the core features of EBISS and the extent to which coaches felt skilled to coach others. Implications are that professional development of coaches should focus on how to coach and not just what to coach.