Acknowledging the critical role of mathematics coaches in enhancing teacher capacity, positively influencing teacher beliefs, and increasing teacher investment in professional development, NCTM's "Principles to Actions: Ensuring Mathematical Success for All" (2014) calls on coaches to "take action." However, coaches seek guidance to meet the challenges of enacting the eight Mathematics Teaching Practices from "Principles to Actions" (p. 10) in their unique school contexts. Because mathematics coaches have varying roles and responsibilities, the authors define a coach as anyone who is collaborating with teachers inside or outside the classroom to make instructional shifts. Whether working with individuals, teams of teachers, or administrators, mathematics coaches must continually adapt their approaches for varying levels of teacher knowledge and experience. Herein, the authors propose a decision-making tool that supports coaches as they work in conjunction with teachers and administrators to highlight the Mathematics Teaching Practices and to advance mathematics instruction for each and every student. A bibliography is included.