Despite the use of literacy coaching to help improve the instructional practices of teachers and increase reading achievement, data of the National Assessment of Education Progress (NAEP) indicate that Florida's students are averaging about 60% below NAEP proficient level. This dissertation reported the results of a nonexperimental study that explored teachers' perceptions of the impact of literacy coaching activities on their instructional practices and the reading achievement of K-5 struggling readers in southern Florida. The quantitative study utilized descriptive statistics to analyze the responses of elementary teachers (N = 33) who taught K-5 struggling readers in southern Florida while receiving coaching support. Responses were captured on Survey Monkey's online platform through Facebook. Results were analyzed to investigate the study's three research questions. The findings revealed that teachers perceived a positive impact of literacy coaching activities on their instructional practices. Teachers also reported that reading achievement improved with the support of a literacy coach. Finally, teachers reported that they valued the time they spent working with a literacy coach. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]