The current study examined instructors' discrete-trial teaching responses after a performance-based training procedure in which instructors were required to demonstrate criterion-level performance on written and oral quizzes and on performance demonstrations. Twelve discrete-trial teaching responses were labeled and operationally defined. Post-training measures of the target responses were obtained during home-based early intervention teaching sessions with young children with autism. The director provided discrete-trial performance feedback to the instructor after each session. Mean accuracy of performance for the instructors was 92% or above across 10 sessions. These data were contrasted with the substantially lower levels of accuracy from normative data of instructors conducting sessions in a comparable setting. These data suggest the importance of requiring criterion-level performance during training.