Literacy coaches are most successful when they: develop strong, trusting relationships; provide clarity about their roles; communicate well; spend much of their time in coaching conversations; and monitor their perspectives about their work and those with whom they work. However, challenges still persist for literacy coaches, particularly in relation to administrators' understanding of literacy coaching, training for literacy coaches, and the amount of time allocated for literacy coaching. This article describes each of these successful practices and each of these challenges, based upon the author's experience over more than 12 years as an international consultant on literacy coaching and supported by research from the literature on coaching, with the goals of summarizing current knowledge, providing practical suggestions for improvement, and encouraging forward movement in the field of coaching.