In teaching science today, the emphasis is on inquiry-based pedagogies, with the expectation that students in the science classroom will be exposed to the theories and practices of scientists in the science community. However, for many science teachers, implementing inquiry in the classroom is a daunting task. In the traditional classroom setting, knowledge is transferred from teacher to student through lectures, readings, and demonstrations. Students compete against each other rather than collaborate. Focus is mainly on the task, not the objective. Traditional pedagogies identify that students know science facts, but fail to recognize when students are lacking conceptual understanding as it applies to their lives. This article talks about coaching as a means to support inquiry-based teaching. Recognizing that teacher empowerment is the first step toward increasing student achievement, coaches support teachers as they relinquish nonproductive, traditional practices.