The purpose of this longitudinal, mixed methods quasi-experimental study was to investigate the impact of balanced literacy coaching on teacher efficacy, practices, beliefs, and student achievement. The participants were third- through sixth-grade teachers from five elementary schools within the same south suburban Chicago public school district. All teachers received professional development on implementing the balanced literacy framework from a district balanced literacy coach. All balanced literacy coaches received the same professional development simultaneously, in duration, and in frequency from the same source. Data regarding teacher efficacy, practices, and beliefs were collected from a five-point Likert-like survey administered in the Fall and Spring 2020-2021 school year. Data to determine growth in student achievement were collected from the Fall 2018 and Winter 2020 NWEA MAP reading scores. The statistical analysis concluded that there was a statistically significant difference in third through sixth-grade teachers' self-efficacy when implementing a balanced literacy framework, a statistically significant difference in third through sixth-grade teachers' practices, and a statistically significant difference in third- through sixth-grade teachers' beliefs resulting from the impact of balanced literacy coaching. The statistical analysis concluded a statistically significant difference in the 2018 NWEA MAP reading scores for third-, fourth-, and sixth-grade students; however, there was no statistically significant difference in the fifth-grade 2018 NWEA MAP reading scores from the Winter 2019 NWEA MAP scores. The implications of this research suggest that overall, balanced literacy coaching impacts teacher efficacy, beliefs, practices, and student achievement. [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.]