<p>In undergraduate teacher education programs, student-educators may receive limited training in the implementation of communication-based, evidence-based instructional practices (CB-EBIPs). As a result, CB-EBIPs may not be utilized at ideal levels in the education of students with extensive support needs (ESN). An extensive body of research has demonstrated that behavioral skills training (BST) is an effective method for teaching a wide variety of skills across populations. However, there is a gap in the literature regarding preservice educator training, specifically in the implementation of CB-EBIPs to address communication needs of students. Thus, this study aimed to evaluate the effectiveness of BST for training preservice educators to implement procedures associated with the implementation of an icon selection/exchange communication intervention, a procedure often employed in the education of students with complex communication needs, to teach requesting skills. The current study used a concurrent multiple baseline design to evaluate the effect of a single session of BST on the percentage of correctly implemented icon exchange communication intervention steps by three preservice educators. Results demonstrated an immediate large increase in performance following BST across all participants. Participant performance remained at high levels of correct implementation throughout posttraining and follow-up phases. Additional considerations for future research and practice are discussed.</p>