This study builds on an initial coaching study that found a strong focus on logistics and a lack of depth in coach-teacher talk during modeling and coteaching cycles in one midsize urban school district. The current study explores how administrative policies and expectations may have shaped these coach-teacher interactions. Data sources include 27 interviews with 3 administrators, 2 coaches, and 5 teachers, as well as observations of 15 planning and reflection meetings and 23 lessons. Results indicate that the following 3 policies and expectations shaped coach-teacher interactions: (1) competing demands made by administrators, (2) the "Teacher's Choice" coaching structure, and (3) a new evaluation system for coaches and teachers. Implications for further research and school districts are discussed.