This article presents the results of a study that examined the relationship between the amount, type, and content of literacy coaching and K-3 student reading gains in a school district that received a Reading First grant. In addition, this study investigated the relationship between student reading gains and literacy coach certification. Findings from the study suggested that the amount of time literacy coaches spent with teachers and 5 specific aspects of literacy coaching predicted student reading gains at one or more grade levels. Using the findings from this study, the authors proposed a research-based model of literacy coaching focused on promoting student reading gains. (Contains 3 figures and 7 tables.)