Proficient in learners' first languages (L1), language coaches are believed to be instrumental in supporting adults in ESL literacy contexts (CCLB, 2015). However, researchers have yet to explore the potential benefit of such a support in L2 classrooms. The goal of this study was twofold: (1) to explore the beliefs surrounding the role of a language coach in the L2 classroom and (2) to determine whether the assistance they provide is supportive of student interactions and L2 language use. Semi-structured interviews were conducted with two L2 literacy teachers and one language coach at an ESL school in Ontario. In addition, two classroom observations of an L2 literacy class were performed: one with the presence of the language coach and one without. The interview and observational results suggest that having a language coach in the L2 classroom may be of positive support depending on how teachers perceive their role.