The purpose of this qualitative case study was to investigate the perceptions held by elementary level instruction coaches regarding the circumstances and occurrences perceived as being supports or barriers to instructional coaching implementation at the elementary level. The theoretical foundations of this study included the adult learning theory of andragogy, characteristics of effective professional development, and sociocultural learning theories. The overarching research question was: How do elementary level instructional coaches in one North Georgia district perceive circumstances and occurrences that impact the effective implementation of their role? Two underlying research questions addressed perceptions regarding supports and barriers to instructional coaching implementation. This study used a qualitative methodology and exploratory case study design focused on investigating perceptions of elementary level instructional coaches in a single case unit: elementary level instructional coaches in one North Georgia school district. Data collection comprised a multi-part online questionnaire, semi-structured interview protocol, and relevant documents. Data were analyzed using reflexive thematic analysis and content analysis involving inductive coding. Analyzed results were triangulated and examined against the theoretical underpinnings of the study. Important findings of this study offer an examination of the factors elementary level instructional coaches perceive as acting as supports and barriers to the implementation of their role. Recommendations for future research on instructional coaching are presented. [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.]