Given the widespread implementation of instructional coaching, it is not surprising that coaching research has explored a variety of topics, including coaching roles and practices, coaches’ preparation and ongoing learning, and coaching’s impact on teachers and students across subjects such as literacy, mathematics, and technology. Yet little research has examined how academic discipline influences the way coaches work with teachers. For example, given that elementary teachers often feel less confident in mathematics than literacy (Drake et al., 2001), might a coach approach a teacher differently when they are working on mathematics instruction than when they are working on reading instruction? This is an important area of inquiry to ensure that coaches are most effectively supporting teaching and learning across a diverse range of academic disciplines