In this article, the authors report results from two pilot studies (n = 15 teachers total) investigating the effectiveness of the Online Content-Focused Coaching (CFC) programme for increasing classroom text discussion quality. Online CFC is comprised of a six-week online workshop followed by individual remote coaching sessions. Teachers in surveys and interviews responded positively to the different components of the programme, and reported that they saw significant improvements in their practice and quality of their students' participation in discussions. Results based on analyses of teachers' videoed class discussions likewise showed that teachers grew in their implementation of Questioning the Author techniques from baseline to the end of the workshop (ES = 2.03) and this effect was maintained through the coaching. Growth estimates for the rigour and interactivity of student contributions to discussions also demonstrated significant increases during the workshop (ES = 0.62), as well as across the coaching phase of the intervention (ES = 0.85).