In schools across the country, there is increased emphasis on coaching--a process whereby seasoned teachers provide instructional support, professional development opportunities, feedback, and materials to classroom teachers--as a central means to improve instruction and build the capacity of school staff members. Currently, a number of districts with low-performing schools have adopted coaching as a vehicle for the professional development of their teachers, a step that theoretically will translate into improved student performance and achievement. After a year of researching coaching as a vehicle for professional development in the context of a comprehensive school reform model, the authors found that coach/teacher relationship is more complicated than expected. In this article, the authors share the overarching themes and nuanced insights they identified in their research on the coaching model of professional development for teachers.