Scaffolding serves as an important instructional tool for supporting students' literacy development. To be effective, however, teachers must continually adapt the scaffolding offered to students to provide appropriate levels of both support and challenge. In this article, the sociolinguistic concept of stance is used to conceptualize how elementary teachers interactionally scaffolded their students' literacy development. Highlighting the findings from a discourse analysis of 48 reading and writing conferences between six teacher-student pairs, the author identifies four stances taken by teachers and students in their interactions--feedback, instruction, collaboration, and management--and describes the different kinds of scaffolding made possible by each stance. Through two vignettes of teacher-student literacy conferences, the author also illustrates how teachers strove to avoid overscaffolding by shifting stance within these interactions. These findings situate stance as a useful instructional tool, illustrating how different stances allow not only different levels of scaffolding but also qualitatively different kinds of support and challenge.