Drawing on data collected from one coaching cycle during mathematics instruction for one coach-teacher dyad, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that there was dissonance between the coach's stance for coaching and their discursive enactment of coaching, and that the coach's disciplinary expertise seemed to influence the enactment of her coaching stance. Implications for research and practice are discussed. [For the complete proceedings, see ED657822.]