This case study sought to explore how literacy coaching at the secondary level can be used to assist teachers in the implementation of disciplinary literacy instruction, specifically in the high school history classroom. Based on the new Common Core State Standards, all teachers are required to teach reading, writing, and communicating as it pertains to each academic subject. In addition, standardized test scores continue to show little to no progress at the secondary level when it comes to reading and mathematics. Researchers have called for more rigorous disciplinary-literacy instruction at the high school level to address below-average standardized test scores. This study explored a 10th-grade history teacher's working relationship with a literacy coach for 1 semester. I conducted interviews, conversation analysis, and classroom observations to gather insight into whether or not literacy coaching influenced a history teacher's disciplinary knowledge and implementation of disciplinary-literacy instruction. Findings suggest that a qualified literacy coach can support a history teacher in disciplinary-literacy instruction provided he or she is allowed time to dialogue and collaborate. In addition, the conversation analysis findings suggest that a literacy coach can use conversational elements strategically to prompt reflection and implementation of disciplinary-literacy instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]