Leadership for literacy coaching is evolving in both the skills of the literacy coaches and the skills of those they coach. Issues of role clarification, communication with administration, and hesitancy to provide authentic feedback are consistently identified. Trends associated with literacy coaching indicate that they continue on their professional journey by transitioning from teacher leadership to administration. Therefore, strategic professional development for the coaches depending upon their experience is evolving. As teachers become more expert, their professional development is moving from awareness workshops to job-embedded experiences. In just 6 years the idea of having a literacy coach in every school has evolved from an isolated instance to the norm. If not already implemented, most districts and schools have the literacy coach position in the budget to be implemented in the upcoming fiscal year. While the authors have worked with the design of the literacy coach role and the evaluation of the role's effectiveness since 2002, they continue to see the role evolve as coaches gain more expertise in literacy, in teacher leadership, and in coaching others, as well as because of the enhanced expertise among classroom teachers. (Contains 1 table.)