Instructional coaches collaborate with in-service and pre-service teachers through dialogue and reflection in order to improve instruction for their students. In this qualitative study we learned from three exemplar coaches who used elements of coaching in their supervision of pre-service teachers. The coaches reflected on how they navigated the coaching process with PSTs, sharing how they targeted specific areas of focus and tailored each step of the coaching cycle to meet the individual needs of their PSTs. Coaches shared some evidence that PSTs became more reflective practitioners who took ownership of their own learning and development through inquiry.