Much has been written about the roles and responsibilities of literacy coaches, including the ways in which they can effectively communicate and work with teachers. Teachers, however, are often less certain about their roles and responsibilities when working with coaches. Many teachers also lack a clear picture of the varied opportunities available for collaborating with coaches. These uncertainties can be minimized by employing some school-wide and individualized communication routines to assure common understandings at the beginning and throughout a coaching initiative or a coaching cycle. Focusing on the teacher perspective and common questions about coaching, the authors provide research-supported ways that teachers and coaches can engage in productive collaborations.