Embedded within traditional notions of coaching are unstated expectations that (a) the coach is an expert and knows what it is that the other person should be doing and (b) based on his or her expertise, the coach should take actions to achieve his or her vision for the other person. Within the South Carolina Reading Initiative, however, literacy coaching was not about moving another person in a particular direction, but instead literacy coaching was a collaborative inquiry into literacy theory, research, practice, and learning. As members of the teaching team, our primary responsibility was to help coaches learn to coach and teachers improve their practices via inquiry, thus providing all participants (students, teachers, coaches, teaching team members, State Department of Education staff), the opportunity to "outgrow their former selves."