Academic coaching has emerged as a potential strategy for enhancing student success within higher education, particularly in online learning, where self-regulated learning skills (SRL) are crucial for student achievement. The problem addressed in this study is student achievement in community college asynchronous online courses is low, and there is a lack of research on best practices for interventions such as embedded academic coaching. The purpose of this study was to determine if there was a relationship between student achievement and coaching to identify if this intervention could be considered a best practice. Grounded in SRL theory, the study emphasized the role of academic coaching in fostering skills essential for self-regulation among students. A quantitative correlational design was used to explore the potential link between academic coaching and student achievement. Using a purposive sampling method, archived de-identified data from students enrolled in online community college courses in southern Arizona who participated in academic coaching between August 2022 and December 2023 were analyzed. The final sample size included 155 participants, above the sufficient number (138) determined through a G*Power 3.1 analysis. The SPSS software facilitated the analysis and focused on identifying statistical relationships between the variables. Spearman's rho correlation showed no significant correlation between the number of academic coaching sessions and student achievement. Potential implications include how academic coaches connect with the appropriate student population, how their availability impacts student participation, and how their support is measured. Recommendations for future research include a deeper analysis of why most students only met with an academic coach once and why first-time online students and those new to college were not the majority that participated in the academic coaching. [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.]