This study examined the motivation, perceptions/future plans, and expectations of postgraduate students (referred to as literacy coaching candidates) enrolled in the first course of a Literacy Coaching Endorsement program at a large comprehensive institution of higher education. Results from data focus to: What motivates a licensed Reading Specialist to enroll in a post graduate program to obtain a Literacy Coaching Endorsement; what the students' expectations of the program and of coaching are; and students' perceptions/future plans at the end of the semester and plans for the rest of the cohort program. The data revealed the need for literacy coaching candidates to build confidence, look to new careers paths, become reflective practitioners, and consider the workload of the program. Collaboration with the professor and peers in the program was also considered.