The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and overall DBI knowledge). Results indicated that the number of ECHO-MTSS sessions attended significantly predicted participants' self-reported self-efficacy in all facets of implementing DBI beyond years of experience and highest degree, with large effects (adjusted r[superscript 2] = 0.19 to 0.38). Implications for practice are included.