We examined the suggestions mathematics coaches provided to teachers as part of one-on-one coaching cycles. The purpose was to understand the object (content) of the suggestions, the lesson phase in which the suggestion would occur, and the clarity of the suggestion (how actionable the suggestion would be if the teacher followed the suggestion). Twenty-three coaching planning meetings were recorded, transcribed, and analyzed. Findings indicated that suggestions commonly focused on lesson design (how the lesson plan should be completed) or teacher questions (actual questions the teacher should ask). Almost half of the suggestions were about the explore phase (or middle) of the lesson and a majority of the suggestions were coded as medium or high clarity, meaning the coach clearly articulated what the suggestion would look like in the classroom. Implications for coaching and future coaching research are provided. [For the complete proceedings, see ED657822.]