Because they offer feedback and communicate school administration goals to teachers, instructional coaches are generally seen as leaders. Balka et al. (2010) discovered that instructional coaches can model lessons or team-teach with teachers to achieve teaching goals. Due to its multifaceted nature, instructional coaching can improve teaching practices or have no effect (Devine et al., 2013; Knight, 2007; Knight, 2009; Woulfin & Jones, 2018). Thus, good instructional coaching requires a supportive teacher-coach relationship. The purpose of this study is to explore, through the lens of Situational Leadership Theory (Hersey & Blanchard, 1988), how successful instructional coaches alter their practices based on the developmental needs of the teacher and the teachers' motivation for change. Observations and interviews showed that connections underpinned this district's instructional coaching program. Relationships were maintained, although sometimes they were difficult or nonexistent. Participants said instructional coaches must build connections with teachers they work with. These partnerships help teachers develop their teaching further. Interviews and observations emphasized teacher preparedness. Background, teaching style, and willingness to learn affect a teacher's preparation. The background and teaching traits of the teacher also contributed to the readiness level of the teachers. For this study, the theoretical lens of Situational Leadership Theory was used to examine the readiness levels of the teachers (Hersey & Blanchard, 1998). The four readiness levels addressed in Situational Leadership Theory are: willing and able, unwilling but able, willing but unable, and unwilling and unable. This research focused on the specific leadership styles each instructional coach used, as found in the data and as explained by Situational Leadership Theory; they must shift between four modes of leadership: delegating, participating, selling, and telling. The instructional coaches each used different leadership styles for different situations. [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.]