This study explored the relationship between literacy coaching and student reading achievement in grades K-1 in a school district that received a Reading First grant. The study analyzed how literacy coaches spent their time and explored the relationship between the amount and content of coaching and student reading achievement at the teacher level as well as the grade level. Data collection included weekly coaching logs that documented the coaches' activities and fall and spring test scores for students on the "Illinois Snapshot of Early Literacy". Descriptive statistics, hierarchical linear modeling (HLM 6.04), and multiple linear regressions were used to analyze data. Findings indicated that coaches spent an average of 53% of their time with teachers and 47% completing other tasks. In addition, findings concluded that the amount of time literacy coaches spent observing in classrooms predicted student achievement gains. (Contains 2 tables and 2 figures.)