The purpose of this self-study was to examine my coaching conversation skills in the context of individual coaching sessions held with undergraduate student tutors enrolled in my Reading Assessment and Intervention course in Fall 2020. Each tutor met with their tutee once per week for 30 minutes while their partner observed the lesson. Prior to coaching each tutor by videoconference, I viewed the guided reading portion of their lesson and used a note-taking guide to record observations and wonderings. I scripted their book introductions, prompts, and teaching points and wrote down suggestions for subsequent lessons. Each virtual coaching session was recorded and later transcribed for an initial coding based on the literature related to coaching conversations. The codes were then collapsed into the themes related to building rapport, reflection, consulting, and questioning. Analyzing my coaching language has given me the opportunity to grow my skills as a coach and will help me to encourage preservice teachers to be reflective and self-directed learners.