A preliminary study described the effects of collegial coaching (classroom-based collaborative, self-reflective professional dialogue among teachers and administrators for the purpose of improving practice) on middle school teachers' classroom restructuring efforts and their conceptual understanding of effective literacy instruction and instructional leadership. Subjects, a female reading educator, a female middle school principal, and three of the principal's literature teachers enrolled in a year-long, school-based literacy course taught by the reading educator, completed teacher concept questionnaires and reflective journals as part of the course. Data were also gathered through open-ended discussions and field notes of classroom observations and coaching sessions. Preliminary results indicated: (1) some teachers' conceptual understandings about instructional leadership were slow to change, which may explain why it is so difficult for some teachers to assume new roles in restructuring schools; and (2) while there is tremendous potential for collegial coaching as a way of helping teachers assume new roles in restructuring schools, its true potential may never be realized unless apparent problems associated with providing it are resolved. (One table describing the four phases of the study is included; 15 references are attached.) (RS)