Coaching is used in early childhood settings to support positive outcomes for young children and families. Although some research shows the effectiveness of coaching on practice and outcomes, little information is available on the experiences and perspectives of "coaches" as recipients of coaching support. The purpose of this in-depth, qualitative study was to understand, from the coachees' point of view, the benefits and challenges of participating in an early childhood coaching relationship. Twenty-one parents, preschool teachers, and child care providers who had engaged in coaching relationships participated in interviews and completed surveys regarding their experiences and perspectives. Data were thematically analyzed. Five overall themes and 16 subthemes emerged as salient to the experiences of these coachees: (a) qualities of the coach, (b) resources provided by the coach, (c) qualities of the coach-coachee relationship, (d) coachee transformation, and (e) challenges to the coaching process. The study identifies strengths and limitations of coaching and contributes to the understanding of essential characteristics and the implementation of coaching as a practice for supporting adult learning. The study has implications for the hiring of early childhood coaches and design of coach professional development activities. (author abstract)