The effects of peer coaching on the development of effective teaching behaviors of education students in an early field experience in special education were examined at a large public university in the southern United States. Training methods included online video instruction on targeted effective teaching behaviors including establishing student learning objectives, modeling solving a problem, checking for understanding, and providing specific praise statements. The treatment group (n = 32) was assigned in pairs to tutor elementary pupils performing below grade-level expectations in mathematics. The peer coaching pairs provided reciprocal feedback to each other after tutoring sessions. The control group (n = 67) received the same training as the treatment group on effective teaching behaviors but did not receive feedback during the field experience on their instructional performance. Eighty-nine participants submitted pre-and-postintervention videos via a web-based storage service and were included in the analyses. Positive effects of peer coaching were not observed, however both treatment and control groups showed increases in the targeted teaching behaviors after online video training and the use of a checklist of effective teaching behaviors. Study participants and public school personnel provided feedback regarding the value and positive impact of the intervention and training. Implications and future research are explored.