We examined changes in how mathematics coaches facilitated debriefing conversations after learning about a debrief conversational structure we created based on the principles of our content-focused coaching model. We compared participant coaches' first debriefing conversation, which occurred prior to learning about the debrief conversational structure to their second debriefing conversation, which occurred after learning about the debrief conversational structure. Findings indicate that in the second debriefing conversation, participant coaches participated more, prioritized different discursive moves, developed unique data collection systems to share observations from the co-taught lesson, and more frequently structured the conversation around content ideas related to the guiding principles of our content-focused coaching model. [For the complete proceedings, see ED657822.]