The teaching interaction procedure is an evidence-based procedure that has been utilized for the development of social skills. The teaching interaction procedure consists of labeling the targeted skill, providing a meaningful rationale for the importance of the skill, describing the steps of the targeted skill, modeling the skill, and providing feedback throughout the interaction. Although the teaching interaction procedure has been used to teach a variety of social skills to children and adolescents diagnosed with autism spectrum disorder (ASD) and other social and behavioral disorders, its use has not been evaluated for training staff. The purpose of this study was to evaluate the use of a teaching interaction procedure to teach 3 interventionists the skills to implement a teaching interaction procedure to target the development of social skills for children diagnosed with ASD. The results of a multiple-baseline design showed the teaching interaction procedure was effective at teaching all 3 interventionists how to implement a teaching interaction procedure.