Research highlights the importance of individualized approaches and coaching to ongoing professional learning (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). The purpose of this article is to describe an initiative that set out to help all students become proficient readers by 3rd grade. It demonstrates how coaching can support both collective and individual learning. Literacy coaches in the project balanced the goals of the initiative with professional learning that addressed the varying needs and aspirations of individual teachers. The project was a three-year partnership among six schools (both public and charter schools), a research university, a nonprofit organization, and a private corporation in the Twin Cities metropolitan area of Minnesota. Four components bolstered the work: enacting quality core literacy instruction in all classrooms, using data-based instructional decision making, providing tiered supports for students who were not progressing well, and augmenting teacher learning through embedded professional learning (Burns et al., in press). Project-focused literacy coaches at each school site, guided by university faculty members and district leadership personnel, were key to the initiative's success.