In order to investigate whether published standards for secondary literacy coaches align with the qualifications, roles, and responsibilities of literacy coaches currently active in the secondary setting, the researchers used survey research. Research questions included the extent to which coaches were qualified, the roles and responsibilities coaches perform, and the remaining professional development needs the coaches identified. A web-based survey was sent electronically to a pool of potential participants derived from a data retrieval service. Participants were 147 coaches working in middle or high school settings. The survey contained both open- and closed-response questions; therefore, both quantitative and qualitative methods were used to analyze the data. Results indicate that secondary literacy coaches participate in a range of activities as coaches and collaborators; however, participants reported less active roles and feeling less confident in responsibilities involving evaluation. Implications for future secondary literacy coaches and designers of professional development are discussed. (Contains 1 figure and 5 tables.)