This study examined bug-in-ear coaching to support preschool teachers in using opportunities to respond during explicit math instruction. A multiple baseline design across teachers was used to assess the impact of the intervention on the teachers’ rates of implementation of opportunities to respond. Bug-in-ear coaching was associated with an increased rate of opportunities to respond for all teachers during the intervention with a functional relation for two out of four teachers. All teachers’ rates of opportunities to respond were below their intervention rates during maintenance. Further, teachers reported enjoying the intervention and the opportunity given to improve their practices. Teachers also expressed their desire to have this level of coaching in their centers. (author abstract)