Interscholastic coaches have unique needs relative to how they learn their practice and progress toward higher levels of professional comfort and competence. The purpose of this article is to review the professional development needs of interscholastic coaches and suggest the use of social-learning techniques, specifically communities of practice, as an appropriate educational tool for addressing some of the distinctive learning issues related to interscholastic coaching. Despite the progress seen in coaching science and in what interscholastic coaches are taught, an important element in the educational processes of interscholastic coaches seems to remain elusive--namely, community. (Contains 1 table.)