This quantitative action research explored the impact of instructional coaching on students' performance on middle school reading assessments. Students' performance was measured in this study by examining students' percentiles scores on pre and post-tests on standardized reading assessments. The study included a treatment group that consisted of five teachers who received instructional coaching and a comparison group that consisted of five teachers who did not receive instructional coaching. In addition to exploring students' performance outcomes to determine the effect of instructional coaching on reading assessments, the study also examined if there was a correlation between the number of minutes of instructional coaching teachers received and students' performance. Overall, there was no significant relationship between instructional coaching and increased students' performance on reading assessments. The study also showed that there was no significant correlation between the number of minutes teachers received of instructional coaching and students' performance. This research can help school leaders better understand the implications of instructional coaching in schools and the impacts of instructional coaching on students' performance on reading assessments. [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.]