A large body of research suggests that providing coaching to preschool teachers can significantly improve instructional practices (Yoshikawa et al., 2013). Specifically, several studies have indicated that individualized coaching can strengthen teachers’ abilities to embed new strategies in their instruction (Hsieh et al., 2011) and that these effects are above and beyond that of professional development alone (Neuman & Cunningham, 2009). For example, Neuman and Cunningham (2009) found that a group of teachers who received professional development and coaching significantly improved their language instruction after 15 weeks. In contrast, the group that only received professional development did not. These findings suggest that coaching supports teachers in incorporating new knowledge into their practice. Therefore, in the current study, we aimed to evaluate the efficacy of a language-based program targeting conversational turns for early childhood educators that included individualized coaching called LENA Grow. Method: Participants: Children (n=106) in eight classrooms participated in the evaluation study. Teachers were randomly assigned to Grow or non-Grow groups. (author abstract)