In this article, the authors explore which conditions support the success of literacy coaches. Because the literacy coach position is a relatively new one, this article examines some of the questions related to designing and implementing the position of the literacy coach, and the potential influence of the position on student achievement. The authors incorporate interview data and survey and observational data, as well as experience in designing, implementing, and evaluating literacy coach implementation, to offer recommendations related to literacy coaching for school leaders to consider. Recommendations include creating clear roles and responsibilities and communicating them to all stakeholders; empowering the literacy coach to provide research-based professional development and provide authentic feedback to teachers and the administration; and providing appropriate professional development for literacy coaches to reflect the literacy coach standards. (Contains 3 tables.)