There is growing interest in the use of coaching to lead and support teacher learning in mathematics. Current initiatives include a large scale systemic initiative in Victoria--Teaching and Learning Coaches Initiative (TaLC). The purpose and intention is to provide intensive assistance to identified schools to bring about change in classroom practices that are necessary to improve student outcomes and build teacher capabilities. In this paper, the literature on coaching is discussed and research findings presented from a study involving fifteen coaches from regional Victoria. (Contains 3 tables and 9 figures.)