The purpose of this qualitative case study was to explore the perspectives of beginning teachers regarding their work with literacy coaches. The study took place at two elementary schools in a suburban school district in the Southeastern United States. Six beginning teachers, two principals, and two literacy coaches participated in the study. Data sources included interviews from principals, literacy coaches, and teachers, along with coaching reflection logs completed by the teachers in the study. The data were analyzed using within-case and cross-case analysis which provided insight into teacher perceptions of the support they received through literacy coaching and their perceptions of the impact this support had on their literacy instruction. The data revealed that teachers perceive themselves as receiving varied support through literacy coaching, and that the perceived impact on their literacy instruction also varied across the cases. Four major themes surfaced from the data: teachers receive multiple forms of support through literacy coaching, coaches catering to adult learners increases perceived support, visibility and access can increase or decrease perceived support, and the perceived impact that literacy coaching had on literacy instruction of the teachers in the study was limited due to the lack of consistency and specific feedback provided.