The purpose of this study was to explore the personal experiences of e-learning coaches working in secondary schools in order to provide information about the role of an e-learning coach. Seven secondary schools in the outer-eastern region of Melbourne, Australia, were involved in a 3-year e-learning project. Semi-structured interviews were conducted by an independent researcher with an e-learning coach from each of the seven schools involved in the research. A number of themes emerged from the interviews, including role confusion, changes in the role over time, the importance of establishing relationships, barriers to the uptake of information and communication technology (ICT) and ICT usage. To facilitate the integration of ICT with teaching practices in the secondary school setting, we recommend that a full-time position for an on-site e-learning coach receiving the total support of school leaders is needed to provide relevant professional development and ongoing support to classroom teachers. (Contains 1 table.)