A rapid proliferation of literacy coaching has occurred before adequate research could be undertaken to understand the interaction between coach and teacher. In this analysis of a study undertaken by a college campus-based coach working with teachers in a reading clinic setting, Rodgers applies 2 conceptual frames. The 1st conceptual frame considers the quantities that can be associated with the repetition, intensity, duration, and engagement of coaching. The 2nd conceptual frame considers shared goals across a system; visible, tangible, changeable products; small tests of small changes; and multiple sources of innovation from throughout a system. This analysis suggests that in determining the characteristics of quality coaching, although it is helpful to think about the quantities associated with coaching, it is also essential to think about the qualities of coaching.