In the struggle to raise U.S. students' achievement in literacy, Hartnett-Edwards says, the emphasis has shifted from finding the right materials to creating better teachers. Central to creating better teachers are literacy coaches. The author claims that the role of literacy/reading coach has evolved beyond its roots in NCLB legislation, when reading coaches generally monitored whether teachers were faithfully implementing Reading First and similar mandated programs. The coach's role is now to support teachers and generally help advance their teaching skills in reading and language arts. Building a trusting relationship is the foundation of a coach's success. Hartnett-Edwards describes three case studies of a coach who worked effectively with three different teachers in a rural Hawaiian elementary school.