For this study, I used a quantitative design to examine Career and Technical Education (CTE) teachers' perceptions of coaching within the State of Tennessee during the 2016-2017 and 2017-2018 school years. The purpose of the study was to describe whether coaching sessions in the state of Tennessee altered CTE teachers' instructional practices, CTE program development indicators, and CTE teachers' self-efficacy. The coaching sessions were part of the implementation of the Vision of Excellent CTE Instruction (Tennessee Department of Education, n.d.). I used archival data to conduct paired samples t-tests which I analyzed. In this study, 40 CTE teachers completed both pre-surveys and post-surveys as part of the coaching pilot. Coaching participants perceived coaching sessions improved their instructional practices, outcomes for students, and created a vision and framework for their instructional practices. This study's implications could improve CTE teachers' professional development, a form of 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.]