The study documented the experience of a classroom teacher and an intervention coach as they collaborated to implement writing workshop with first grade students. Qualitative and quantitative data were collected using a pre-post design to study the impact of intervention coaching on the teacher's knowledge and the students. writing development. A non-experimental design was used with teacher surveys, and a Quasi-Experimental design was used with a comparison group and a treatment group over a period of ten weeks. The findings provided insight into the influence of an intervention coach's support on the teacher's implementation of writing workshop and revealed a statistical significance in the improvement of the students' understanding of the writing process as compared to the classrooms that did not receive the treatment of coaching and writing interventions. Implications indicate that schools should consider the use of literacy coaches for assisting teachers in implementing writing instruction and interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]