School districts use a variety of professional development initiatives, many of them successfully. However, many teachers either endure the initiatives and return to their old ways after the initiatives are over, or they close their doors and ignore them altogether. Consequently, sustaining or growing the results of these initiatives is challenging. This study examines one Midwestern metropolitan school district's coaching initiative through the eyes of four coaches who described the perceived success of the initiative, their roles as coaches and their perceptions of what was needed to sustain that success after returning to their classrooms. Data were gathered via an online survey, documents provided by the district administration, and individual interviews with the coaches. Results indicated that coaches felt there was a need for continued support from various networked resources following the initiative in order to sustain or grow the results. (Contains 26 references.) (Author/SM)