Five novice special education teachers in rural classrooms received individualized clinical coaching (ICC) via the Internet to increase their use of behavior specific praise (BSP) with their students who had developmental disabilities (DD) during clinical supervision. Web cameras provided opportunities for the teachers to be observed during their regularly scheduled classroom teaching. The participants received brief coaching prompts through a wireless earpiece that they wore while teaching. A single subject multiple baseline across participants design was used to determine if a functional relation existed between the ICC and the rate of BSP use per minute for each of the participants. Visual data analysis of nonoverlap and trend reflected that once the teachers began to receive virtual feedback, their use of BSP increased. In addition, they maintained the teaching behavior once the intervention was removed. Within a social validity questionnaire, each of the teachers reported that they found the coaching to be a valuable, noninvasive intervention for receiving professional development for using an evidence-based practice with their students.