Providing teachers with professional development leads to enhanced instructional practices that influence student achievement. Because of low student achievement scores, secondary school administrators at a district in the western United States implemented administrator-led classroom walkthroughs (CWs) as ongoing professional development to improve teachers' instructional practices and student achievement. However, secondary teachers (Grades 7-12) in the district believed that the use of CWs as an instructional coaching model was not improving their instructional practices. The purpose of this basic qualitative study was to understand secondary teachers' perceptions of CWs. Guided by Kolb's experiential learning theory as the conceptual framework, the research question focused on understanding teachers' perceptions of CWs. A basic qualitative study design was used to collect data via semistructured interviews from a purposeful sample of 12 secondary teachers with at least 2 years of teaching experience who participated in CWs and received feedback at least twice. Data were analyzed with a thematic analysis approach using open and axial coding. Teachers expressed positive attitudes toward CWs, yet they believed that CW feedback was neither helpful nor useful for changing classroom instruction or improving student achievement. Based on these findings, a white paper was developed that addressed teachers' recommendations for CW observations to be conducted by instructional and content specialists who could provide content-specific feedback. The guidance provided through this model may promote positive social change by strengthening teachers' instructional practices with the goal of improving student outcomes. [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.]