Instructional coaching is a professional development model that seeks to improve classroom practice through collaborative, non-evaluative partnerships between teachers and coaches. Although existing literature suggests that coaching in pre-service teacher programs is relatively uncommon, the limited research on its use is promising. This exploratory case study examined one coaching partnership between a pre-service English as a Second Language (ESL) teacher and an English language teaching (ELT) faculty member during a course for adult paraprofessional educators learning to take an exam required for teaching licensure. The results of a qualitative document analysis of reflective writing, email correspondence and an audio-recorded phone conversation suggest that instructional coaching supported the pre-service ESL teacher through the use of unique coaching elements, including modeling, a window on the coach's reflective process, opportunities to request specific feedback and the coach's familiarity with the pre-service teacher's students. The coaching partnership also provided an opportunity for the ELT faculty member to grow professionally. Our findings point to the importance of positive interpersonal dynamics in the coaching relationship and the need for clear goal setting, expectations and scheduling logistics.