This paper reports findings of a qualitative study exploring the changes in secondary teachers' learning orientation through the use of literacy coaching. The study took place within a large suburban district in the Chicagoland area and explores the question from the perspective of participants sampled across three departments and two campuses in the site district. Faculty, department chair, and administrative perceptions were gathered through individual interviews, artifacts, and focus group interviews. Literacy coach perceptions were gathered through a literacy coaching log and interviews with the literacy coach. Demonstrations of teacher learning orientations, and changes to these orientations, were triangulated through constant comparative analysis of artifacts and interviews of teachers, department chairs, administrators, and the literacy coach. This study shares findings and provides examples related to: (1) breaking down the isolationist barriers common to high school teachers working within specialized departments; (2) changes in teachers' knowledge about literacy vocabulary, educational theory, practice, and skills with respect to rendering content, demonstrations of strategy, and shifts in perceptions about literacy; (3) describing the literacy coaching model for disciplinary literacy professional development as a viable method for changing learning orientation; (4) the importance of trust between literacy coach and participant; (5) depersonalizing professional development by focusing on student academic behaviors; (6) specific strategies consistently applied when collaborating during professional development. These findings are significant because they: (1) confirm that the elementary education findings about the traits, expectations, and work of a literacy coach apply at the secondary level; (2) suggest that district hiring criteria and evaluation of literacy coaches should include categories beyond expertise in literacy instruction, particularly with respect to matters of privacy, autonomy, discretion, and trust; (3) imply that application of the literacy coaching model socializes teachers in the use of professional discourse; (4) demonstrate that the literacy coaching model has other applications for use, such as instructional coaching or technology coaching, and can be applied to other district goals that need professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]