This interview study employs a distributed leadership perspective to explore three coach-principal dyads' perspectives on: (1) the strategies coaches use to gain entry to teachers' classrooms; (2) the barriers that impede coaches' access; and (3) the supports that facilitate coaches' access. Results indicate that the principals were largely unaware of the various strategies their coaches leveraged to gain entry to teachers' classrooms, the range of barriers their coaches encountered while striving to gain access, and the variety of supports that could enhance coaches' access. Implications for school districts and future research are discussed.