In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained through observational analysis of planned and impromptu, real-time, online support sessions, and present new survey data. The latter of these begins to shed light on which classroom management practices were retained as well as what challenges teachers faced. Finally, they share future implications for teacher training or job-embedded professional development using virtual coaching technologies.