This research brief reports the results of a study examining the implementation and effectiveness of a middle school reading coach program in Florida. The study found that districts tended to establish similar policies and supports for coaches regarding hiring, compensation, evaluation, and training. School-based reading coaches in Florida divided their time among many activities and typically spent less than half their time in the classroom assisting individual teachers. Teachers and principals reported that coaches had a positive effect on instructional practice. However, evidence is mixed regarding the impact of coaches on student achievement. The greatest reported barrier to coaching was lack of time. [This research brief describes work documented in "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches," by Julie A. Marsh, Jennifer Sloan McCombs, J. R. Lockwood, Francisco Martorell, Daniel Gershwin, Scott Naftel, Vi-Nhuan Le, Molly Shea, Heather Barney, and Al Crego.]