Using framing theory to analyze reading coaches' leadership practices, this article surfaces the competency of framing reform. It presents findings from a qualitative case study of coaches' work in the implementation of a reading reform in an urban school district. As instructional leaders, coaches engaged in framing to catalyze change. The three focal coaches advanced frames with the aim to motivate teachers to enact aspects of the district's reading reform. Coaches employed four socially skilled tactics to increase the resonance of their frames. Coaches' professional learning community, schools' collaboration routines, teachers' dispositions, and coaches' previous work experiences affected when and under what conditions each coach deployed various tactics. This article advances our understanding of how school leaders strategically communicate with teachers about reform's ideas.