Background <p>The implementation of evidence-based interventions in educational contexts requires structured support. This study examines the current training and technical assistance model within Ireland’s <i>School Completion Programme</i>, education support service which delivers evidence-based interventions through an externally provided Continuous Professional Development framework.</p> Methods <p>A cross-sectional national survey (<i>n</i> = 203) was conducted among practitioners to explore the utilization of evidence-based interventions in practice, implementation support for these interventions, and staff perspectives on the current model of professional learning and support.</p> Findings <p>Results reveal a fragmented, highly variable support system, largely built on transmissive learning provided by external actors. While some interventions receive implementation support, others receive no ongoing assistance. Despite the current gaps in support, a notable one-third of respondents reported that additional external support was unnecessary, citing workload pressures. Staff overwhelmingly expressed a desire for more flexible, internally located support, based on collaborative professional inquiry.</p> Conclusion <p>The fragmented nature of the current model highlights the need for a reimagined, co-created implementation support model that is differentiated, collegial, and responsive to local context. At present, the training and technical assistance model focuses primarily on building <i>individual</i> skills rather than strengthening system-level implementation capacity. To address this gap, it is important to recognise practitioners as co-creators of implementation knowledge, leverage their expertise through mentoring and develop practitioner-led professional learning communities. The study highlights the challenges of providing training and technical assistance within complex and context-specific service environments which utilize a wide range of interventions.</p>