The train-the-trainer (TTT) model, which has also been called pyramidal training, triadic training, and helper model training, focuses on initially training a person or people who, in turn, train other people at their home agency. The TTT model has promise of being both efficient and cost-effective. The TTT model may be especially useful in addressing issues of translating interventions from research to practice and providing ongoing support to trainees. The TTT model has a sound body of literature supporting its effectiveness in a variety of contexts, including residential centers, hospitals for the mentally disabled, experimental laboratories, and schools. TTT has also involved multiple types of trainees, including direct care providers, university students, parents, and teachers. The broad scope of these studies demonstrating the effectiveness of TTT highlights the strong potential for applicability of TTT methods to translating evidence-based practices (EBP) for children with autism into school environments. One EBP for children with autism is Pivotal Response Training (PRT). PRT is a naturalistic behavior intervention that was developed to facilitate generalization, increase spontaneity, reduce prompt dependency, and increase motivation. The purpose of this study was to assess the effectiveness of a train-the-trainer protocol for using Pivotal Response Training with community teachers. (Contains 3 figures.)