Teacher educators simultaneously support and develop pre-service and in-service teachers. Using a situated approach, this qualitative study explored the coaching styles of graduate students who served as coaches to pre-service teachers tutoring in a university reading clinic. The study analyzed written reflections and faculty member observations. Based on the analysis, the two styles that emerged were instructive and collaborative. Furthermore, the data and implications of this study draw attention to the ways experience may shape one's coaching style and adds to previous research on the value of the reading clinic experience for future and current teachers.