Data-Based Instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study (Poch et al., 2020), teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study's coding structure to explore usability and feasibility of a professional development (PD) system designed to support teachers' DBI use. Eleven special educators across two Midwestern school districts participated. Findings revealed teachers perceived supports such as alignment and structure as facilitators of DBI implementation; external conflicts remained challenges. Suggestions for teachers new to DBI were also generated from the data. Findings directly informed further revisions made to the PD system and continue to support teacher-level variables needed to promote teachers' use of data-based practices. [This paper will be published in the "Remedial and Special Education."]