An athletic coach's focus is to develop individual skills as well as the collective capacity of the team to perform at the highest level. A coaching culture applies the same concept to schools. While coaching in schools is not new, what is fundamentally different in a culture of coaching is that all members of the school community see themselves as coaches. While there may be formally appointed coaches and teacher leaders to lead the work, developing all staff to coach each other and making coaching the culture's norm accelerates adult learning which, in turn, accelerates student learning. Developing a coaching culture happens in a variety of contexts through action learning. This shift in the way staff members interact puts pressure on the structures and processes in place, demanding that they evolve as well, to provide increased opportunities and time for adult learning to occur. A key factor in this process of shifting is job-embedded support, nested within the everyday reality of the school and its classrooms. A culture of coaching causes a shift from compliance to commitment, from external accountability to collective responsibility, from "us" and "them" to "we" and "our," to everybody's success. Two schools, one in Aurora, Colorado, and another in Tacoma, Washington, illustrate this culture shift in practice. By developing sustainable structures and processes that support adult learning focused through collaboration, inquiry, and reflection, the capacity to maintain a coaching culture is strong enough to withstand the external factors and changes that systems continually face.