A qualitative self-study was employed to describe the experiences of three literacy coaches during the COVID-19 pandemic. The purpose of this study is to understand how these three literacy coaches coped with challenges inherent in their transition to remote or hybrid teaching as well as used such understanding to inform literacy instructional practice. Findings demonstrate that the literacy coaches played three critical roles, namely, a technology coach, academic coach, and social emotional coach. Implications for the role of instructional coaches during and postpandemic will also be addressed.