Parent-Child Interaction Therapy (PCIT) is an evidence-based practice (EBP) for young children with challenging behaviors. PCIT has been adapted to treat varying clinical presentations and culturally diverse families, including Mexican American families. Although efforts have been made to disseminate PCIT into community settings, which often serve clinically complex, socio-culturally diverse, and marginalized communities, barriers to disseminating adapted models remain. Additionally, when EBPs are implemented in community settings, ad-hoc adaptations to interventions are inevitable to meet the needs of the clientele served. However, past research has found that community clinicians rarely adapt or tailor PCIT to address their clients’ cultural backgrounds. These findings indicate that community therapists may benefit from support on how to adapt treatment for ethnically diverse families. Furthermore, Spanish-speaking clinicians may have other unique training and supervision needs when delivering PCIT. The current study used methodology from the field of implementation science to determine adaptations needed for 1) intervention materials, 2) training, and 3) ongoing supervision so that Spanish-speaking therapists are supported in their delivery of PCIT. Clinicians who endorsed providing PCIT in Spanish or PCIT trainers who endorsed training and/or consulting with Spanish-speaking therapists were recruited to participate. Thirty-one participants completed quantitative measures, and ten also completed semi-structured qualitative interviews. Quantitative results indicated that Spanish-language PCIT was moderately acceptable (M = 3.83, SD = 0.48; 2.40 – 4.90), as was Spanish-language PCIT training and supervision (M = 3.88, SD = 0.79; 1.20 – 5.00). Qualitative analysis expanded on quantitative findings, showing a split between provider experiences. Participants reported that when implementation strategies had been adapted to address the needs of Spanish-speaking families they were extremely satisfied with their training and supervision; clinicians expressing dissatisfaction commonly commented on a lack of support or adaptations to training and supervision hindered their ability to provide PCIT for their Spanish-speaking Latinx families. Providers noted how establishing and facilitating access to ongoing and systematically adapted training and consultation could reinforce their ability to deliver Spanish-language PCIT. Implications for adapting training and supervision to better support Spanish-speaking therapists delivering EBPs are discussed.