The DC Bilingual Public Charter School, located in the District of Columbia, is a dual language school which educates all students in English and Spanish. Since its inception, students have made significant progress in reading and mathematics achievement. Administrators attribute this to the school's laser-like focus on ensuring that all teachers have the skills to deliver the school's standards-aligned curriculum with fidelity. The school has had to create a culture of rigorous and ongoing learning for adults in the building. This case study describes how the school has built this culture and increased teacher capacity through a comprehensive coaching system. The members of the instructional support team design and deliver professional development, coach teachers one-on-one, and work with them in grade-level and vertical team meetings. They also lead small-group and individual interventions with struggling students in their respective content areas, ensuring that the learners with the greatest need have continued access to the best educators in the school. To carry out this level of instructional coaching, the school maintains several essential practices: (1) collecting and using data to design an effective coaching team; (2) leveraging pedagogical and instructional expertise; (3) establishing positive attitudes and expectations around coaching; (4) using evidence-based coaching and pedagogy; and (5) establishing time in the schedule for coaching support. The report describes coaching in action and offers questions for reflection. [For the main report, "Ambitious Leadership: How Principals Lead Schools to College and Career Readiness," see ED584804.]