Purpose: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators’ scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. Method: A case-study was conducted for a full semester of twelve practical lessons in the unit ‘Sports Methodology I – Volleyball’ of a renowned sport sciences coach education program. Multiple data collection sources included participant observation, video and audio recordings, individual interviews with the coach educator and focus group interviews with the aspiring coaches. A thematic analysis was performed, and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: The strategies adopted by the coach educator progressively unfolded throughout three main stages: (i) laying the foundations of a learner-oriented approach; (ii) enhancing personally meaningful learning experiences; and (iii) mediating peer-coaching activities. An intricate interplay was unraveled between the nature and reduction of the support given and the increased responsibility transferred to the aspiring coaches for their active participation in learning experiences. Conclusions: The learner-oriented scaffolding processes employed by the coach educator sought to promote enhanced understanding of game-play problem-solving and the aspiring coaches’ development of a deeper sense of what is required to become a coach through engagement in coaching technical activities and peer-coaching interventions.