Coaching can increase elementary school teachers' implementation of evidence-based classroom practices, including equity-centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of influential peer leaders in schools to accelerate implementation. In the first phase of a multi-year project to develop and evaluate tools to help teachers use evidence-based, equity-focused positive behavioral support strategies in K-5 classrooms, we examine a school-partnered, network-informed process for identifying peer coaches, educator satisfaction with this process, and how feedback influenced process modifications. Educators in various roles (n = 85) from three elementary schools in two Central Ohio districts completed social network nomination and satisfaction surveys and interviews; research-practice partnership meeting records and field notes were analyzed. Findings suggest that a network-informed process to identify peer coaches results in distinct coaching teams and requires flexible application due to the unique, changing nature of school contexts (e.g., staff roles, turnover). We discuss the potential promise of harnessing teacher networks to identify peer coaches to fit the real-world contexts of elementary schools and meet the goal of accessible coaching and, ultimately, more equitable and supportive school environments for all students. [This is the online version of an article published in "American Journal of Community Psychology."]