This article discusses the implications of utilizing coaching-mentoring strategies with Head Start teachers identified from the results of a study which used an evidence-based approach to professional development. Early childhood and coaching practices that formed the basis of the study are explained. Implications from the study results regarding important characteristics of the coaching-mentoring process are illustrated. A performance checklist found to be useful for promoting practitioners' understanding and adoption of evidence-based early childhood practices is provided. (Contains 2 figures and 1 table.)