The primary goal of this study was to investigate the role of the mathematics coach at Tabaka Middle School during the school's implementation of the Georgia Performance Standards through the utilization of Connected Mathematics Project materials. The study explores the coach's emergent understanding of her role as she provided teachers support through professional development, observation, and feedback in dealing with new content, adapting to new methods of teaching, working in collaborative groups, adapting to new ways of assessing students, and learning how to use new curriculum materials. The study suggests that in regards to teacher beliefs and practices, teachers benefit from a site-based long-term professional development program that targets content and pedagogical knowledge. The study underscores the importance of teamwork, collaboration, and having a mathematics coach on site in bringing to reality a new vision of a school's mathematics program. (Contains 3 notes.)