Professional development (PD) is a critical pathway for promoting the use of evidence-based intervention practices in early childhood (EC) settings. Coaching has been proposed as a type of PD that is especially promising for job-embedded learning. A lack of consensus exists regarding evidence-based EC coaching strategies and what types of support coaches need to implement these strategies. In this literature review, we analyzed the EC coaching literature in terms of coaching strategies shown to improve EC practitioners' use of effective intervention practices, coaching model components and strategies, the rigor and quality of the research, and the preparation provided to coaches in the identified articles. We conclude with recommendations for enhancing the effectiveness of coaching and improving the preparation of coaches who serve in EC settings.