Assistive technology (AT) is not only beneficial for allowing children with disabilities access to their environment and the curriculum, it is also a required consideration in every IEP according to IDEA. AT is especially important in preschool years as young children are transitioning to public school and gaining valuable new skills. However, many teachers lack the training and knowledge necessary to successfully implement AT. This multiple baseline across participants single case design was conducted to determine the impacts of virtual coaching on teacher use of AT and the level of prompting required for students to use the AT.