<p>Supporting the implementation of evidence-based interventions is a core goal of implementation science. Although prior research points to the role of technology and intervention coaches in supporting implementation in the school setting, existing models may not be feasible in many real-world school contexts, due to time and resource constraints. Thus, the purpose of this study was to examine the acceptability, feasibility, and utility of a novel implementation support package that leverages interactive technology and strategic resources within the existing school social network to support teachers’ use of the Daily Report Card. The Daily Report Card is an evidence-based intervention for disruptive classroom behavior. We used a multi-method single case study to understand this implementation support package in one school district in western Canada. Data for this study included social network analysis, teacher and coach surveys, a coach focus group, teacher interviews, and teacher implementation data. Results indicate that our implementation support package was viewed as acceptable, feasible, and useful by participating schools, but that some improvements are also needed. Lessons learned about leveraging peers within the social network and about the use of interactive technology to support implementation are discussed.</p>