Purpose: Across K-12 settings, instructional coaching continues to flourish as an approach to teacher professional development intended to address long-standing inequities in student achievement. Yet, coaching models differ in how to conceptualize change or transformation as a result of coaching efforts. Design/methodology/approach: This case study problematizes the concept of change within one practice-based coaching program, by positing the possibilities of striving for transformational change directed at addressing educational inequities. Findings: Qualitative methods reveal how coaching belief statements guide the burgeoning identities of beginning coaches to align to (and at times extend beyond) coaching for change through the lens of teacher practice. Practical implications: Implications describe ways that coaching programs might utilize reflection and analysis activities to foster more equity-oriented coaching identities, regardless of coaching model. Originality/value: Designing and facilitating authentic learning opportunities for coaches to reflect, rehearse, connect, and apply knowledge to practice as they develop their own understanding of what it means to coach for change is crucial.