Literacy coaching has become a mainstay in schools around the world. Its growing presence as a means of supporting teachers and promoting literacy achievement has been recognized by teacher educators, school personnel, policymakers, professional organizations, funding agencies, and educational researchers. Most teachers welcome what they learn from literacy coaches, and literacy coaches learn to become stronger coaches in the process. Although coaching is sometimes described as either directive or responsive, three models of coaching for change are worth noting in detail: (1) coaching to conform; (2) coaching into practice; and (3) coaching for transformation. Following a description of the three models, the brief provides guidance on how to choose a coaching model that is in line with the teacher's ideological beliefs, context, and goals.