There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.