The purpose of this study was to examine the current state of literacy coaching in Florida elementary schools and contribute its findings to the growing body of research associated with the position. Research to date demonstrates how this position holds potential for bridging the gap between teachers' knowledge and teachers' instructional practices. Though the literacy coach position was created decades ago, there is still inconsistency and ambiguity attributed to how the position is operationalized. This study sought to uncover the specific roles and responsibilities associated with the position and to determine the educational qualifications and preparation experience of those employed in this position within the state of Florida. A quantitative survey was created and used to gather data related to the roles literacy coaches assume, their qualifications and preparation, and their preparedness to participate in coaching practices and to support teachers with instructional content. The survey instrument was emailed to potential participants at their work email addresses based upon data received from the Florida Department of Education. Respondents to10 the survey included 218 literacy coaches from 43 districts across Florida. A total of 65% of Florida school districts was represented.Two research questions were addressed: RQ1 focused on the roles and responsibilities of literacy coaches in Florida, and RQ2 centered on the educational qualifications and preparation of literacy coaches in Florida. This study used descriptive statistics to answer the research questions. The results showed the types of roles literacy coaches participated in were similar; however, the time they dedicated to these roles varied significantly depending on their setting (RQ1). Literacy coaches in Florida have on average 16.46 years of teaching experience, but almost 50% of literacy coaches had 3 years or less of coaching experience (RQ2). The instructional content or topics coaches are less prepared to support teachers with are supporting students with specific needs, foundational skills, and virtual learning. The results of this study indicate the need for significant improvements related to (a) the distribution of literacy coaches' roles, (b) how a literacy coaches' time is prioritized and operationalized, and (c) the trainings, preparation programs, and ongoing professional development offered to literacy coaches. [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.]