This study was conducted to describe the process of reflective coaching as a means of assisting a kindergarten teacher in developing her own kindergarten program in which she stated she wished to begin to incorporate new strategies based on emergent literacy research. A kindergarten teacher and a teacher educator/researcher participated in the study. The researcher and the teacher worked together once weekly for 10 weeks from September through November as co-participants. The researcher modeled new kinds of teaching strategies as she worked with the children and also actively modeled her thinking while implementing the new strategies. Field notes were written to describe classroom actions of both participants and the children's involvement with written language. Weekly interviews were audiotaped to document the reflective coaching process as well as to understand the perspective of the participants. The data were analyzed through the process of categorical analysis to determine categories of meaning or semantic domains. Results of the case study indicated some interesting points worthy of reflection in terms of facilitating teacher development: (1) the teacher maintained ownership of the problems on which she wished to work; (2) problem-solving was a joint venture solved within the context of the teacher's classroom; and (3) reflection in action appeared to be highly important in helping the teacher make changes in her kindergarten program. (Twenty-six references are attached.) (MG)