This article presents findings from a study in which nine classroom teachers interacted with campus literacy coaches. Teachers were interviewed about qualities that they believe constituted an effective literacy coach. The themes that emerged were that literacy coaches have strong interpersonal skills, are knowledgeable, provide specific feedback, and understand the nature of coaching conversations. These characteristics are well supported in the research on literacy coaching and were also evident in recorded coaching interactions between teacher and coach during our larger study of coaching conversations. Becoming aware of the qualities that teachers are looking for in a literacy coach may aid coaches in working with classroom teachers to grow their literacy practices, thus making literacy coaching a highly effective form of professional development.