The aim of this book was to explore how coaches’ experiential learning could be harnessed and better developed within shared ‘communities of practice´ (Lave & Wenger, 1991). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches’ learning were gathered both through ongoing observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my (the first author`s) attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a CoP, and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematize and build credible pedagogies for coach education.