The current study examined teacher classroom responses to the Classroom Strategies Coaching (CSC) Model in 14 high-poverty elementary schools. Coaches used observational data to identify practice needs, goals, and monitor progress regarding instructional and behavioral management strategies. The sample included 53 teachers that received the CSC intervention and their classrooms. The data was analyzed through descriptive statistics and Reliable Change Index (RCI) to identify participants that favorably responded to CSC versus those that had less favorable response to CSC model. Chi-square tests of independence and independent sample t-tests examined characteristics of teachers that responded versus those that did not respond to the CSC model. Results provide some evidence that CSC teachers exhibited improvements in their instructional strategies (IS) and behavioral management strategies (BMS), as well as improvements in class-wide student engagement. Specifically, 39.62% of teachers had a significant RCI within the IS domain, 58.49% of teachers had a significant RCI within the BMS domain, and 26.41% of teachers had a significant RCI in class-wide student academic engagement. Limitations and implications for future research and school practice are discussed. [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.]