In the course of transitioning from classroom teacher to math instructional coach, Tara Zuspan identified critical themes and lessons she had learned. She focused her efforts on building relationships, partnering with the principal, understanding the process of change, and providing teachers with opportunities to collaborate. These intentional efforts led to an increased frequency and intensity of communication in the building--centered on math content and pedagogy--and the potential to increase student learning. She also realized that the role of a coach could make a person feel isolated and lonely. This article recounts the author's learning journey as she proved that focusing an adult learning community on communication and collaboration can potentially increase student learning.