The teaching interaction procedure is a multicomponent systematic teaching procedure that consists of six components: (a) labeling, (b) rationale, (c) description, (d) demonstration, (e) practice, and (f) feedback. The teaching interaction procedure has been implemented clinically for decades and has research supporting its effectiveness for teaching academic, vocational, and social skills to children and adolescents diagnosed with autism spectrum disorder and pre-delinquent youths. More recently, research using the teaching interaction procedure as a staff training tool has emerged. This chapter will describe the teaching interaction procedure, provide considerations for its implementation when it comes to staff training, an overview of the history of the teaching interaction procedure, and a review of the research on the teaching interaction procedure as a staff training procedure. Finally, recommendations for future research directions for the teaching interaction procedure as a staff training tool will be offered.