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Instructional coaching is a research-based model of job-embedded professional development utilized to build capacity and improve teachers' instruction to impact student achievement. However, there is varying and inconsistent utilization of instructional coaching as an approach to professional learning pursued by teachers. This study explores how administrators, teachers, and instructional coaches perceive the implementation of instructional coaching as an approach to professional development in a suburban K-12 school district. Using an instrumental case study design, multiple forms of data were collected to 1) understand how instructional coaching is utilized to support a culture of professional learning; 2) explore the impact of instructional coaching on the professional growth of teachers; and 3) understand characteristics of the instructional coach role as change agents. The data collection sources included a document review of instructional coach schedules, interviews with four administrators, one focus group consisting of grade K-5 elementary teachers, one focus group consisting of grade 6-12 secondary teachers, and interviews with four instructional coaches. The study probes by what means instructional coaching supports professional learning at each level of the K-12 system. A constructivist approach is used to understand the perceived effectiveness of instructional coaching through the lived experiences of the participants. A thematic analysis of the data highlights the purpose of instructional coaching, the learning culture and the role of the coach, and building capacity in an environment of trust. The findings from this instrumental case study identify a gap in understanding about the purpose of instructional coaching at the administrative level, which at times impeded the authenticity of instructional coaching that was implemented in support of school goals. The findings also establish trust and building relationships are just as paramount to the instructional coaching role as pedagogical knowledge and instructional strategies. Effective characteristics of the informal and formal coaching models are identified, and the elementary and secondary teacher participants credited instructional coaching with improving teaching and learning in their classrooms. A collaborative culture that promotes trust and risk-taking can build collective capacity across the organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]