This chapter addresses the following guiding questions. How can literacy coaches: Organize their time to work with both individual teachers and larger systems within the school? Work with principals, teacher leaders, and community stakeholders to create a coherent culture of literacy teaching and learning? Adopt the mindsets of leader, facilitator, designer, and advocate to support continual improvement? Differentiate professional learning experiences for teachers to sup- port targeted adult learning? and How can the Standards for the Preparation of Literacy Professionals 2017 (International Literacy Association [ILA], 2018a) guide the preparation and work of literacy coaches?