This study examined the effectiveness of internal peer coaches as compared to external coaches in implementation fidelity of an evidence-based framework aimed at enhancing the social-emotional competencies of young children in early childhood classrooms. Fifteen Head Start teachers and 125 of their students participated in this study. The intervention consisted of training on practice-based coaching, training on the social-emotional framework, and eight weeks of coaching (eight teachers participated as internal peer coaches and seven received external coaching). Pre and post data included an assessment of fidelity to the framework and evaluation of individual child social skills. (author abstract)