Instructional coaching is steadily becoming a staple in schools everywhere. In elementary schools, coaches are often organized by content or grade level coaching programs. While research continues to show that instructional coaches positively support teachers, research does not address the structure behind coaching programs. This mixed-methods study explored teacher self-reported perceptions of instructional coaches (grade level and content) through a quantitative analysis rooted in teacher engagement, satisfaction, and trust. A qualitative interview protocol followed the quantitative survey to further explain the results. The findings showed a significant difference did not exist between grade level and content instructional coaches. The interview findings showed numerous differences that were not observed in the survey. [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.]