This study examined the practices of a mathematics coach by analyzing coaching moves over multiple coaching cycles with two teachers. The coach, guided initially by a content-focused model of coaching (West & Staub, 2013), engaged teachers in cycles that consisted of co-planning, teaching, and debriefing conversations to help teachers reflect on and improve their practice. The coach examined her own discourse moves with participating teachers within three cycles of one-on-one coaching per teacher. Data for this study included interviews, transcripts of coach/teacher discussions during coaching cycles, the researcher's journal, and artifacts of teaching and student work. Findings indicated that multiple influences shaped coaching dynamics, including the contexts, circumstances, and teacher/coach experiences, beliefs and preferences. The study showed how analysis of coaching discourse and responsiveness to teachers' needs shaped coaching practices in ways that productively served the teachers. The coach's characteristics, qualifications, and knowledge (both their content and pedagogical) affected how she supported teachers' individual needs/goals. [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.]