This article addresses ways that literacy coaches can form and sustain effective working relationships with teachers. The author has combined firsthand experience as a literacy coach with a review of the literature as it pertains to teacher/coach relationships. There are several common themes that appear in the literature as advice for this aspect of coaching work. It is suggested that coaches begin the process by being approachable and understanding their role in the school and ensuring that others know it as well. Tips for how to be visible, establish trust, and collaborate with teachers are also provided. The "domino effect," where teachers who were previously resistant to work with the literacy coach begin to see the benefits, is also discussed.