This case study examined the role of one high school literacy coach as she engaged in her daily work in a large high school in the Midwest. Over a period of six weeks, interviews and observations were conducted, and artifacts were collected to develop an indepth understanding of the evolving role of the secondary literacy coach. The findings revealed the challenges of the role as carried out within the complex setting of a large school system. Major themes identified include a lack of clarity in the definition and responsibilities of a literacy coach, the importance of features that distinguish high school literacy coaching from elementary models, the role of the administrator in high school coaching initiatives, and the instructional role of the literacy coach.
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