This study examined types and frequency of coaching of learning at the middle school level and its relation to students' strategic learning. Teachers (n = 11) were videotaped during daily instruction on 3 separate occasions, and students (n = 235) responded to a self-report questionnaire about learning-strategy use. Consistent with previous research at the elementary level (E. B. Moely et al., 1992), average instances of teachers' coaching of learning (e.g., describing cognitive processes, suggesting strategy use) occurred in only 9% of the instruction segments. Teachers most frequently recommended use of learning aids, engagement in metacognitive activity, and use of elaboration strategies. Results from a multiple regression analysis indicate that students' strategic-learning activity was significantly related to teachers' coaching of learning (R2 = .18).