Faculty involved in implementing a grant to incorporate technology into post-secondary ESL teaching and learning describe the coaching model they used to do this. The authors explain how they drew from principles of literacy coaching to develop and implement their model; describe their experiences in working with coachees; discuss technology plans, including instructional software and lessons; and reflect on the successes and challenges experienced by the faculty and students. The profile includes applications for faculty professional development in higher education, with implications that are especially meaningful for programs predominantly staffed by part-time and adjunct faculty.