<p>Group coaching is defined as a collaborative process where a coach, knowledgeable in facilitating positive group dynamics, is an active member of a community, encouraging productive dialogue and goal achievement. Group coaching is a unique form of professional development because it combines key components of individual teacher coaching within a learning community context. The purpose of this qualitative case study was to investigate how group coaching supported teachers’ implementation of a preschool math curriculum with a particular focus on the role of the coach. Preschool teachers from a rural southern region of the United&#xa0;States were provided with materials, implementation support, and opportunities to share their practices within a collaborative group facilitated by a coach. Six preschool teachers, a psychologist, and an instructional coach met on five occasions between the beginning of the school year and winter break. Transcripts of the group coaching session recordings were coded to investigate the role of the coach in the initial curriculum implementation of an early childhood math curriculum. Results indicate the coach-focused group discussions centered on curriculum activities and planning, math content knowledge, check-ins about curriculum implementation, logistics, use of math materials, and developmental trajectories. Implications include the importance of coaching in increasing the knowledge and practice of preschool teachers. Group coaching, specifically, is effective when the frequency and time span of meetings is shorter, such as a semester, as opposed to a year. When group coaching is systematically implemented, organizational change is more likely to occur.</p>