In a school district context where a well-developed district-wide PDS partnership had been in operation for more than 15 years, a team of instructional coaches was formed of district teachers who left their classrooms for two to four years under the leadership of a curriculum coordinator. In this article, members of the coaching team offer illustrations of their experiences learning to coach in a PDS context. Using principles of coaching as partnership (Knight, 2007), they argue that a prevailing culture supported by the PDS history provided conditions in which shared vulnerability--and consequently, coaching--was possible.