We examined the effects of performance feedback provided via video tele-conferencing (VTC) on the acquisition of functional analysis procedures by six teachers. A university supervisor used VTC equipment (i.e., computers equipped with web cameras and Internet) to provide feedback to teachers learning to implement functional analysis conditions (i.e., escape, attention, and play) with students with autism. Multiple baseline designs across teacher-student dyads with embedded multi-element designs were used to evaluate the effects of performance feedback delivered via VTC on the percentage of functional analysis procedures implemented correctly. Results indicated that teachers learned to implement functional analysis conditions following training (M duration of training = 75 minutes; range = 60-95 minutes). Results were maintained for a number of weeks following the termination of performance feedback (M = 5 weeks; range = 4-9 weeks), but teacher performance declined thereafter. Video conferencing technology may provide supervisors an efficacious way to deliver performance feedback to teachers learning research-based strategies. (Contains 2 figures and 1 table.)