Coaching is a common approach to professional development and support for quality in early care and education (ECE) settings, and is an especially important part of professional development because it can be tailored to meet teachers' and family child care (FCC) providers' needs and can positively affect instructional practices, the quality of the setting, and children's outcomes. This report describes the Study of Coaching Practices in Early Care and Education Settings (SCOPE) in 2019, which was administered to learn more about the ways coaching is implemented to improve ECE instructional practice. SCOPE focused on coaching in center-based classrooms and FCC homes that served preschool-age children from families with low incomes. SCOPE also explored the programmatic and systems-level factors associated with coaching. From February through July 2019, SCOPE conducted web-based surveys with coaches, center directors, center-based teachers, and FCC providers. The centers and FCC homes included in SCOPE mostly received funding through a Head Start grant or Child Care and Development Fund subsidies, but some settings received other types of funding to serve children with families from a low income. The survey topics included characteristics of coaches, center teachers, and FCC providers, structural and process features of coaching, and perceptions of the coach-teacher or coach-FCC provider relationship. This report includes findings in four areas: (1) characteristics of coaches and teachers or FCC providers; (2) process and structural features of coaching; (3) contextual factors; and (4) outputs. ECE directors and professional development staff may learn from these results and gain a better understanding of the variations and similarities in coaching structure and activities across center-based classrooms and FCC homes.