The purpose of this article was to describe a group coaching model and present preliminary evidence of its impact on teachers' implementation of Pyramid Model practices. In particular, we described coaching strategies used to support teachers in reflecting and problem solving on the implementation of the evidence-based strategies. Preliminary results of six pre-school teachers in an early childhood education program who participated in the group coaching were presented. The exploratory data provided findings of impact of the group coaching model and demonstrated that teachers' implementation of the Pyramid Model practices increased after receiving group coaching. Implications for practice and future research were discussed. (author abstract)