In this article, the author examines the role the literacy coach at her school has played in supporting the kindergarten through second grade teachers. Using a theoretical framework for classroom communities (Pintaone-Hernandez, 2002), she reflects on how the literacy coach has helped teachers maintain a professional learning community in the wake of the increasingly high-stakes demands put upon us. This nurturing environment has helped sustain teachers' passion for students while facing increased pressures of accountability for student achievement. Within this professional learning community, facilitated by our literacy coach, teachers have found ways to balance personal teaching philosophies and knowledge of best practice with the tensions in implementing state performance-based learning standards and preparing students for state curriculum assessments.