Literacy coaches can dramatically increase their efficacy by partnering closely with their school’s principal. While this is easy to say—and widely acknowledged by researchers, coaches, and principals as recommended practice—exactly how to forge a close coach–principal relationship is not so clear. Nor is it always obvious what coaches and principals should be chatting about when they connect. It is easy to find advice detailing what coaches should not do, such as not divulging details about an individual teacher’s practice, lest the coach be seen as an evaluator. Yet this leaves many coaches asking what they should focus on in their regular conversations with principals to ensure that coaching work and literacy teaching and learning are on track in a school. One of the most powerful answers I have found in my work with coaches and principals is to define and refine a coaching theory of action.