We　used　a　driving　simulator　study　to　measure　the　effectiveness　of　eco-driving　training　for　both　male　professional　and　non-professional　drivers.　The　eco-driving　training　was　from　only　static　knowledge-based　information　(＂static＂　education)　to　guided　practice　driving　(＂dynamic＂　coaching).　The　guided　driving　behavior　test　measured　participants　to　start　and　stop　the　vehicle,　to　determine　an　appropriate　speed　and　display　no-idling　of　the　vehicle.　A　subjective　questionnaire　was　used　to　generate　an　eco-driving　score　that　tested　the　driver＇s　understanding　of　eco-driving　information.　The　results　indicated　little　statistically　significant　difference　between　professional　and　non-professional　drivers　for　both　driving　behaviors　and　the　eco-driving　score,　however,　professional　drivers　showed　a　little　more　rapid　start　and　stop　behavior　before　receiving　eco-driving　training.　Generally,　coaching　was　more　effective　for　the　improvement　of　the　subjects＇　eco-driving　level　than　education　alone,　however,　non-professional　drivers　showed　a　greater　willingness　to　improve　their　driving　behavior　than　professional　drivers.　The　eco-driving　training　showed　more　statistically　significant　to　start　the　vehicle　for　professional　drivers;　while　more　statistically　significant　result　was　seen　to　stop　the　vehicle　for　non-professional　drivers.　In　addition,　education　alone　and　coaching　after　education　had　a　similar　and　obvious　effect　to　improve　both　professional　and　non-professional　driver＇s　understanding　of　the　basic　concepts　of　eco-driving　and　to　reduce　vehicle　idling.　However,　the　effectiveness　of　these　two　training　methods　between　professional　and　non-professional　drivers　in　driver＇s　skills　to　start　and　stop　the　vehicle,　and　determine　an　appropriate　speed,　was　diverse.