The multitude of demands placed on today's high school teachers who also serve as athletic coaches often lead to significant role conflict, compelling them to prioritize one role over the other. This literature review is part of a broader research study aimed at informing leaders, influencing policy, and enhancing practices for high school teacher-coaches. Specifically, the review investigates the dual roles and responsibilities of secondary public-school teacher-coaches, employing role theory as a theoretical framework to explain their decision-making processes. Key findings from the literature indicate that teacher-coaches frequently experience role conflict between their educational and athletic responsibilities, which can lead to stress and burnout. Despite this recognition, gaps remain in understanding the nuanced ways in which role theory contributes to the dynamics of role conflict among teacher-coaches. Specifically, existing research often overlooks how contextual factors, such as school culture and community expectations, intersect with role theory to shape these conflicts. By addressing these gaps, this study seeks to provide deeper insights into the complexities of the teacher-coach role and to contribute to more effective strategies for supporting these educators.