Given the widespread implementation of instructional coaching, it is not surprising that coaching research has explored a variety of topics, including coaching roles and practices, coaches' preparation and ongoing learning, and coaching's impact on teachers and students across subjects such as literacy, mathematics, and technology. Yet little research has examined how academic discipline influences the way coaches work with teachers. In a recent study, the author partnered with three coaches and six elementary teachers to better understand teachers' learning opportunities during one-on-one coaching (Saclarides, 2018; Saclarides & Lubienski, 2018), including whether those opportunities varied according to academic discipline. Despite the small size of this initial study, coaches' responses provide some insight that can inform coaches' and school leaders' reflections on their own coaching programs and also inform future research on this topic.