Qualitative studies of classroom teachers involved in literacy coaching are crucial to provide direction for future literacy coaching practice and research. Using a grounded theory design, this study examined the experience of four elementary level classroom teachers and one coach as they engaged in a year-long literacy coaching program. Teachers were observed throughout the literacy coaching cycle including: pre and post conferences, demonstrations and teacher implementation of new instructional practices. Analysis of coach/teacher interactions highlighted the role of reflective thought in teacher learning, and positioned reflective thought as a foundational premise of teacher learning. In addition, as a result of the discovery process inherent in the grounded theory design, the study found that teachers' goal setting influenced movement along a gradual release of responsibility continuum of adult learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]