Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom can work toward decreasing the play deficits experienced by students with intellectual and developmental disabilities (IDD). This pilot project investigated the immediate effects of a virtual workshop series for preschool educators on knowledge and self-efficacy of systematic prompting strategies for play. The virtual platform was implemented during the COVID-19 pandemic in order to follow health and safety protocols. Using a pretest posttest design, participants from an inclusive preschool were recruited to participate in a virtual workshop series. We found that participants demonstrated a positive and statistically significant change in both knowledge and self-efficacy. Participants were highly satisfied with the content and delivery of the workshops, however additional hands-on training to solidify their understanding was noted as an area of need. This pilot project provides a model for creation of virtual workshops, the sharing of resources as well as the value of interprofessional collaboration.