Mathematics coaches are often positioned as important mediators between district administrators and teachers regarding messages about ambitious and equitable instruction. Despite this, little research has sought to unpack the connection between what coaches learn at professional development and how they make their learning available to teachers. In this study, we partnered with one district administrator and four mathematics coaches and conducted 15 semi-structured interviews to better understand how these coaches made their professional learning available to teachers. Mathematics coaches emphasized using various structures and resources when making their professional learning available to teachers. Participants also highlighted challenges they encountered when striving to make their learning available. Implications for practice and research are discussed.