Promoting a high level of student engagement has been a goal for many teachers. Opportunities to respond (OTR) offer a low-cost instructional practice that allows teachers to improve student engagement in the classroom. In this study, we explored the potential effects of a data-driven coaching model on one elementary school teacher’s implementation fidelity of OTR delivery and the teacher’s delivery rate of OTR during teacher-directed instruction. We used a single-case, changing criterion design with two criterion changes. Results showed the teacher improved her OTR implementation fidelity from 69.79% to 93.77% and OTR delivery rates from 0.8 per minute to 2.5 per minute across two criterion changes with the data-driven coaching support. This study highlights the importance of measuring essential components of OTR delivery and using a coaching model to promote the teacher’s use of high-quality OTR based on specific needs.