This paper describes findings from the first cohort of an ongoing longitudinal study investigating the impact of master's coursework and related coaching experiences on in-service teachers' coaching skill development leading to literacy specialist identity. The study follows literacy specialist candidates through coursework and into their first year post-graduation. Analysis suggests contextualized coaching experiences encourage literacy professional identity development. Participants in their first coaching course demonstrated pedagogical knowledge and provided partners with feedback and support, suggesting an emergent stage of identity development. Participants in their second course utilized targeted feedback, improved conversational flow, and knowledge of coaching practice and research, suggesting a novice stage of identity development. Post-graduate interviews revealed continued, job-embedded literacy professional identity development.