This study examined the relationship between training in Cognitive Coaching and a number of qualitative and quantitative components of teacher cognition and behavior hypothesized to be positively impacted by such training. Cognitive Coaching involves a planning conference between coach and teacher, classroom observation, and a reflecting conference. The research was conducted in the context of a quasi-experimental post-test only design with 143 participants in 2 groups, one of which received training one year earlier than the other group. The control group received no training. Results were measured by the Teacher Efficacy Scale and The Vincenz Empowerment Scale (subscales are potency, independence, relatedness, motivation, values, and joy of life). Participants in the experimental group received training in 1991 or 1992. Those trained in 1991 tended to score higher on the empowerment scales than both the group trained in 1992 and the control group, and women tended to score higher than men. On the Efficacy Scale, 11 of 12 comparisons with the control group indicated higher efficacy scores for Cognitive Coaching trainees. Teachers trained in Cognitive Coaching were significantly more satisfied with teaching as a career than those not trained. Those who took Cognitive Coaching training expressed more positive feelings about all aspects of their experience as teachers than those who did not. (Contains 73 references.) (JB)