This qualitative phenomenological study researched the perceptions of job embedded professional development (JEPD) facilitated by instructional coaches at a secondary high school in southeast Texas. Five research questions guided the study of ten teacher's JEPD perceptions experienced the previous school year either weekly/biweekly and whole day. Each participant's transcribed interview was coded and analyzed for emergent themes. The findings supported previous research in which teachers responded positively to the job embedded professional development system. The results also indicated the teachers' belief they experienced was high quality as defined by seven key components of high quality PD (Gore & Rosser, 2020; Knight, 2012; Tabach & Schwarz, 2018). The JEPD they experienced allowed them to participate actively and receive direct support consistent with two learning theories: experiential described by Kolb (1984) and situated learning defined by Lave and Wenger (1991). Implications for practice derived from this study include its use to drive district and campus leaders to consider job-embedded professional development facilitated by instructional coaches as a primary source for teacher continuing education. [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.]