Participation rates in high school sports have continued to increase over the past 14 years. Currently more than half of high school students participate in organized sport (NFHS, 2003). However, recent findings have portrayed societal problems in youth and scholastic sports. Coaches can be a part of these problems and can be significant sources of stress for young athletes (Anshel & Delany, 2001). In fact when it comes to rule breaking or violence in sport, the most significant influence is what the athlete believes is acceptable to the coach (Guivernau & Duda, 2002). Conversely, with this influence, the coach can have an incredibly positive role in the life of a young person (Guivernau & Duda, 2002). The coach-athlete relationship is an important determinant in this system and influential in creating a healthy sport environment. The importance of appropriately educating coaches can clearly be inferred from this research. It is through systematic coaching education programs that these positive coaching skills are learned (Smith & Smoll, 1996). It is equally important to accurately assess current needs and demands of state high school coaching education programs. Therefore, the purpose of this research is to systematically assess the current state of coaching education specific to a northern New England state. This needs assessment included descriptions of athletic departments, funding, quality, type, and content of coaching education as well as satisfaction with current coaching education. The needs assessment was conducted via a survey that was mailed to every athletic director in the state. There was a 49% (n = 46) return rate after two follow-up reminders. Results were organized in four categories: financial, organizational, requirements, and content. Results indicated a variable range in annual financial commitment to coaching education ($0-$2,000) as well as the amount financed by external athletic department sources. Organizational results described the demand for coaching education clinics in regard to the number of coaches who meet state requirements and the number of coaches that attend clinics each year. The results of the analysis of the content of coaching education indicate a lack of coverage of sport specific content, parent interactions, and hazing. Overall, results indicate a clear need to re-evaluate the state requirements for coaching education; how the requirements are met; the content of state coaching education, and how coaching education is supported financially. These results are used to present a specific list of suggestions for coaching education in the state.Keyword(s): administration/mgmt, coaching, high school issues