The call for highly qualified teachers that can improve student literacy performance has led to increased attention to job-embedded approaches to professional learning. Such approaches call for intensive, on-going efforts that include coaching and feedback (National Staff Development Council, 2001; American Educational Research Association, 2005) in order to help teachers learn to better meet students' needs. Given this focus, many school districts are employing literacy coaches to serve as catalysts for implementing this model of professional development in schools. The proliferation of these positions at all levels (preschool through grade 12) has left many school districts scrambling for qualified people to fill them. While the qualifications for teachers, administrators, and paraprofessionals tend to be clearly articulated, given the newness of the position, the same is not true for the literacy coach. The result has been literacy coaches with varied professional experiences, certifications, and training. Many educators worry that the literacy coaching approach to professional development will not be implemented effectively if literacy coaches are not prepared to handle the responsibilities of the role. What should a school district look for when hiring a literacy coach? The Literacy Coaching Clearinghouse recommends that school districts use as a basis for employment the criteria identified in Figure 1, with special attention given to the essentials. Literacy coaching, and its potential for improving student learning, is too important to place individuals into the position who do not have the qualifications to handle its roles and responsibilities. (Contains 1 figure.)