Monika Perkhofer-Czapek and Renate Potzmann investigate for the first time the understanding and acceptability of expanding the responsibilities of teachers towards accompanying, advising, and coaching from both a theoretical and empirical perspective. The research is based on interviews with teachers conducted within a qualitative research design. Through exemplary definitions and delineations of acceptable aspects of the roles of learning companion, learning advisor, consultant, learning coach, and coach, the authors demonstrate possibilities for the pedagogical design of these roles in schools and provide diverse insights into their conceptual range.